&3S 


in  Library  Economy 

Course  of  Study  on  the  Use 
of  a  Library 


This  book  is  DUE  on  the  last  date  stamped  below 

OttT  2  ^  1925        I  I 


NOTE  OF  EXPLANATION 


This  pamphlet  is  one  of  a  series  which  when  complete  will  describe 
the  methods  of  administration  followed  by  the  Newark  library. 

The  series  began  with  the  lending  department.  This  number  is 
published  out  of  its  proper  order  to  meet  the  present  demand  for  help 
in  giving  instruction  in  the  use  of  books. 

Other  pamphlets  will  cover  other  aspects  of  work  with  schools. 

The  smaller  page  numbers  are  for  this  pamphlet,  the  others  for  the 
complete  series, 

J.  C  D. 

Newark,  N.  J. 
April  10.  1909. 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/courseofstudyforOOgils 


i^ 


Modern    American    Library   Economy 

As  Illustrated  by  the  Newark 

N.  J.  Free  Public  Library 


By  John  Cotton  Dana 


Part  V 
The  School  Department 


Section  2    Course  of  Study  for  Normal  School  Pupils  on  the 
Use  of  a  Library 

By  Marjory  L.  Gilson 


Published  by 

The  Elm  Tree  Press   Woodstock  Vermont 

1909 


3Co5o^ 


Q-35 


To  Those  Who  May  Use  This  Course  of  Study 


Three  years  ago  the  Newark  Library  wished  to  give  certain  lessons 
on  the  use  of  a  library  and  found  that  there  was  nothing  in  print  for 
so  extended  a  course  as  it  seemed  essential  to  give  ;  a  course  elementary 
enough  to  meet  the  needs  of  the  average  pupil  entering  a  normal 
school,  as  free  as  possible  from  library  technique  and  so  practical  that 
those  who  took  it  would  find  that  the  library  had  through  it  become  a"*" 
valuable  adjunct  to  their  working  equipment. 

The  Newark  Library  was  therefore  compelled  to  make  out  its  own 
course,  and  in  view  of  the  great  interest  in  elementary  library  instruc- 
tion just  now  shown  decided  to  publish  the  same  in  full  detail.  We 
hope  it  may  prove  helpful  to  libraries  and  to  high  and  normal  schools 
which  may  discover  as  this  library  did  the  need  of  carrying  on  such  a 
course  and  the  lack  of  helpful  literature  therefor. 

In  November,  1904,  the  first  attempt  to  teach  the  use  of  a  library 
in  this  city  was  made  with  a  class  of  eighth  grade  pupils,  Ttiree 
groups  of  eleven  children  each  were  given  instruction,  one  hour  a 
week,  on  the  arrangement  of  books  by  classes,  in  the  use  of  the  card 
catalog  and  kindred  topics.  Upon  the  foundation  which  this  experi- 
ence gave  were  built  the  present  twelve  lessons,  all  being  tested  by 
actual  trial  from  week  to  week  and  from  year  to  year. 

The  course  is  intended  as  an  elementary  introduction  to  the  use  of  a 
library  and  books,  for  young  people  in  general ;  but  chiefly  for  normal 
school  pupils,  library  apprentice  classes,  and  high  school  pupils.  For 
more  advanced  work  this  course  should  be  supplemented  by  extended 
studies  in  the  use  of  reference  books,  children's  literature,  organization 
and  management  of  school  libraries  and  other  topics. 

The  text  of  the  lesson  is  a  detailed  outline  of  a  teacher's  talks  to  a 
class.    Special  instructions  to  the  teacher  are  marked, "  Note  to  teacher ". 

The  time  required  of  each  pupil  for  this  course  is  about  30  hours ; 
twelve  talks  of  from  half  an  hour  to  an  hour  each  by  the  instructor. 


^ 


^-304  A  COURSE  OF  STUDY 

and  the  remaining  time  spent  in  practice  work  under  supervision,  pre- 
paration and  reading. 

Each  of  the  talks  to  pupils  and  the  accompanying  practice  work  may 
be  completed  in  one  period,  and  should  be,  since  good  progress  can 
be  made  only  when  the  pupils,  after  receiving  brief  explicit  directions, 
at  once  do  the  work  under  close  supervision.  In  lesson  6,  on  reference 
books,  where  an  entire  lesson  hour  is  taken  up  with  the  discussion  of 
books  in  class,  the  practice  work  is  to  be  carried  on  independently  by 
each  pupil. 

All  required  reading  is  to  be  done  outside  the  lesson  hour.  This 
includes  the  reading  and  note-taking  on  juvenile  books  included  in  the 
book  selection  work,  as  well  as  other  reading  relating  to  the  subjects 
of  the  several  lessons. 

The  lessons  should  be  taken  up  in  prompt  succession,  at  least  one 
lesson  a  week,  until  the  course  is  completed. 

It  is  very  essential  that  the  lessons  be  given  due  credit  in  the  school 
curriculum,  either  as  an  independent  subject  or  as  part  of  the  literature 
work.  Unless  this  credit  is  thus  given,  the  instructor  lacks  authority  to 
compel  each  pupil  to  do  the  required  work. 

M.  L.  G. 
Newark,  N.  J. 
April  10.1909 


TABLE  OF  CONTENTS 

PAGE 

To  Those  Who  May  Use  This  Course  of  Study  3 

Blanks  Used  in  the  Course  7 

Lesson     1    The  Relation  Between  the  Library  and  the  Schools  9 

Lesson     2   Classification  and  Arrangement  of  Books  14 

Lesson     3  The  Catalog,  an  Index  to  the  Books  1 8 

Lesson     4  The  Parts  of  a  Book  22 

Lesson     5   Magazine  Indexes  28 

Lesson    6  Part  1    Reference  Books  33 

Lesson     6  Part  2   United  States,  State  and  City  Publications  34 

Lesson     7   Book  Selection  and  Bookbuying  41 

Lesson     8  Investigating  a  Subject  in  a  Library  45 

Lesson    9  Children's  Books  and  Reading  48 

Lessons  1 0  and  I  I    Discussion  of  a  few  typical  Children's  Books  54 

Lesson  1 2  Children's  Reference  Work;  a  Review  of  the  Course  59 

A  List  of  Books  and  Articles  to  Which  Reference  is  Made 

in  the  Course  62 


BLANKS  USED  IN  THE  COURSE 

NO  PAGE 

1  How  Teachers  May  Use  the  Library  1 2 

2  Interchange  Slip,  List  of  Class  1  3 

3  Classification  of  Books  in  a  Library  I  7 

4  Practice  Work  for  Lesson  2  I  7 

5  Practice  Work  for  Lesson  3  2  1 

6  Practice  Work  for  Lesson  4,  paper  I  26 

7  Practice  Work  for  Lesson  4,  paper  2  27 

8  List  of  Magazine  Indexes  (  Not  printed  in  the  form  of  a 

Blank,  but  embodied  in  text)  28 

9  Magazines  of  Special  Interest  to  Teachers  30 
1 0  Practice  Work  for  Lesson  5  32 
1  1  Reference  Books  Useful  to  Teachers  and  Others  35 
1 2  United  States,  State  and  City  Publications  for  Teachers  38 
1  3  Practice  Work  for  Lesson  6  4 1 
14     Book  Selection  and  Book  Buying,  a  list  of  aids  (Not 

printed  in  the  form  of  a  Blank,  but  embodied  in  the 

text)  42 

I  5     Practice  Work  for  Lesson  7  44 

1  6     Practice  Work  for  Lesson  8  47 

1  7     Aids  to  the  Selection  of  Children's  Books  52 

1 8  Normal  School  Book  Selection  Course  ;  books  to  be  read 

and  examined  57 

19  Test  Qyestions  for  Book  Selection  Work  (Not  printed 

in  the  form  of  a  Blank,  but  embodied  in  the  text )  6 1 

Note :     All  blanks  are  mimeographed  sheets  11x8  1-2  inches  made 

m  sufficient  quantity  to  supply  every  member  of  the  class  with  a  copy 
of  each. 


A  Course  of  Study  for  Normal  School 
Pupils  in  the  Use  of  a  Library 

Lesson  1 

The  Relation  Between  the  Library  and  the  Schools 

( a  )  Why  normal  school  pupils  should  kpow  the  resources  of  the 
library.  I  The  place  assigned  the  public  library  by  general  con- 
sent is  that  of  an  integral  part  of  our  system  of  public  and  free 
education.  2  Schools  and  library,  as  two  branches  of  one  system, 
must  work  together.  Each  in  its  own  field  supplements  the  work  of  the 
other.  3  To  accomplish  this  most  economically  and  to  the  greatest 
advantage,  each  must  know  the  activities  and  possibilities  of  the  other. 
( b  )  The  field  of  each.  1  The  school  during  a  short  period  of  the 
child's  life,  within  well-defined  courses,  teaches  how  to  read  and,  so  far 
as  time  and  course  allow,  what  to  read.  For  most  pupils  the  results 
are  at  best  meagre.  1  he  reading  habit  and  skill  in  reading  are  both 
acquired  by  much  reading  and  usually  only  thus.  Few  children  ever 
learn  to  read  readily  —  with  understanding.  2  The  library  must  sup- 
plement the  school  reading  by  promoting  extensive  reading  during 
school  years  when  children  are  the  greatest  readers  and  through  life. 
This  demands  cordial  relations  and  intelligent  co-operation  between 
school  and  library  authorities,  between  teachers  and  librarians, 
(c)  Co-operation  in  this  city.  I  The  normal  school  includes  a 
course  of  study  in  the  use  of  the  library  and  its  books  as  tools  in  the 
regular  curriculum.  2  The  library  appoints  an  assistant,  whose  business 
it  is  to  be  informed  on  all  school  matters  of  the  city  and  has  a  depart- 
ment devoted  to  carrying  on  the  work. 
(  d  )  Help  teachers  may  expect  from  the  library. 
I  Books  which  may  be  borrowed  for  a  month.  Cards  are  issued  to 
non-resident  teachers  in  Newark  schools. 


70-310  A  COURSE  OF  STUDY 

2  Magazines.     From  400  to  500  in  the  reading   room.    Special 

educational  magazines  in  the  school  department.  Any  but  cur- 
rent numbers  of  magazines  may  be  borrowed. 

3  Picture  collection.    Includes  75000  pictures.  Any  number  needed 

may  be  borrowed  for  a  month.  Special  exhibitions  will  be 
mounted;  bulletins  for  geography,  history,  art,  etc.,  celebration 
of  holidays,  authors'  birthdays,  seasons,  nature  work,  birds, 
flowers,  etc. 

4  Graded  lists.    The  reading  of  books  from  the  public  library  is 

required  in  the  course  of  study  in  reading  and  literature  in 
Newark  schools,  grades  3-8.  A  graded  list  on  all  subjects  has 
been  prepared  for  Newark  schools. 

5  Current  book  lists,  school  and  other  bulletins,  monthly,  including 

a  few  of  the  new  books  added.  The  school  bulletin  is  sent  to 
all  principals,  vice-principals  and  others  on  request. 

6  Special  lists  of  books  on  art,  sciences  or  other  specific  subjects  of 

interest  to  teachers.  Examples :  nature  study  —  supplementary 
books,  short  stories  for  reading  aloud,  stories  to  tell,  etc.,  for 
distribution. 

7  Books  in  school  rooms :  traveling  school  libraries,  and  reference 

collections  of  books  on  special  subjects.  The  teacher  makes  the 
request  and  chooses  the  books  herself,  or  the  library  does  it  for 
her.  A  library  includes  from  25  to  50  books,  a  certain  per  cent 
of  which  usually  bear  on  school  work.  For  aid  in  the  selection 
of  books  for  school  room  libraries  the  Newark  library  has  pre- 
pared a  graded  list  already  mentioned. 

8  Reference  work  at  the  library.    Books,  pictures,  magazine  articles 

on  certain  topics  given  prominence  in  the  school  work  are 
reserved  at  the  library.  Examples:  chivalry,  Newark  adminis- 
trative departments,  police  department,  water  supply,  etc. 

9  Teacher's  reading  room  in  Newark  library,  opened  on  October 

1 ,  1 907,  contains :  a  professional  reference  library  for  teachers, 
including  histories  of  education,  psychologies,  plan  books, 
outlines  for  story  telling  and  courses  of  reading,  books  on  methods 
of  teaching  all  subjects,  temporary  reference  books  for  special 
classes  in  work  connected  with  school  matters,  books  for  univer- 


ON  THE  USE  OF  A  LIBRARY  311-// 

sity  extension  courses  and  for  teachers*  promotion  examinations, 
etc.,  etc. ;  a  model  library  of  from  five  to  six  hundred  of  the 
best  books  for  children,  for  the  reference  use  of  teachers  and 
pupils,  and  also  to  serve  as  a  basis  for  the  selection  of  school 
libraries;  a  complete  set  of  the  text  books  used  in  Newark 
schools ;  thirty  of  the  best  educational  magazines,  all  save  current 
numbers  of  which  are  lent ;  duplicated  copies  of  poems  for  class 
use ;  pictures  on  all  subjects  lent  for  one  month ;  a  reference 
library  for  school  children ;  duplicated  copies  of  brief  descrip- 
tions of  Newark  city  departments  for  teachers  and  pupils ;  travel- 
ing museum  cases.  The  room  serves  as  a  distributing  center  for 
educational  news,  notices  of  educational  and  other  meetings  and 
lectures  of  interest  to  teachers,  and  contains  a  bulletin  board  on 
which  are  posted  clippings  relating  to  school  matters. 
(  e )    What  teachers  may  do  for  the  library. 

1  Know  what  there  is  in  the  library  for  teachers  and  pupils. 

2  Keep  the  library  informed  of  school  work  and  give  early  notice  of 

work  to  come,  so  that  the  library  may  be  better  prepared  to  give 
assistance. 

3  Use  great  care  in  recommending  books  for  children.    There  are 

many  lists  in  the  school  department  to  help  m  the  selection  of 
books  for  children.  It  is  the  business  of  library  assistants  in 
charge  of  work  with  children  to  know  children's  literature  and 
to  give  help  in  the  choice  of  children's  books. 

4  Give    children    specific   instructions   about   the  subject  or  book 

desired  when  sending  them  to  work  at  the  library.  Their  wants 
can  then  be  met  more  promptly  and  accurately.  They  go  about 
the  work  more  intelligently. 

5  Teach  the  care  of  books  belonging  to  the  school  as  well  as  to  the 

library.  Teach  children  to  use  care  in  opening  a  new  book, 
never  to  lay  a  book  face  down,  or  to  turn  a  leaf  corner,  or  mark 
or  underline,  to  have  clean  hands.  Some  methods  of  presenting 
the  matter  to  children :  Maxon  book  mark.  Miss  Hewins'  Goops, 
a  language  lesson  on  the  making  of  a  book,  etc. 
(  Text  continued  on  p.  13) 


72-312  A  COURSE  OF  STUDY 


Blank  1      Mimeographed  sheet  which  is  distributed  freely.    A  copy 
of  this  is  given  to  each  pupil  at  the  first  lesson. 


HOW  TEACHERS   MAY    USE   THE   LIBRARY 

LIBRARY  BOOKS  ARE  FREE  TO : 

1  Residents  of  Newark,  adults  and  children 

2  Non-resident  tax-payers 

3  Teachers  in  Newark  schools,  whether  resident  or  not 

HOME  USE  OF  BOOKS  MAY  BE  OBTAINED  BY: 

1  Signing  an  application  at  the  library  or  at  a  delivery  station 

2  Asking  the  library  to  send  application  blanks  for  your 
pupils 

[  Your  endorsement  of  one  of  these  blanks  does  not  make  you 
financially  responsible  for  books  lost;  but  does  show  that  you 
consider  the  pupil  trustworthy  ] 

THE  LIBRARY  MAY  BE  USED  AS  FOLLOWS : 

1  You  may  have  books  and  magazines  for  private  reading 

2  You  may  have  school-room  libraries  by  applying  to  the 
School  Department 

3  You  may  have  books  on  special  topics  for  class-room  use 
by  sending  the  head  of  the  School  Department  a  signed 
note  containing  titles  or  subjects 

4  You  may  have  books  on  any  topic  temporarily  reserved  at 
the  library  for  the  use  of  your  pupils 

5  You  may  borrow  pictures  from  the  library's  classified 
collection 

6  You  may  have  special  instruction  in  the  use  of  the  resources 
of  the  library  by  applying  to  the  head  of  the  School 
Department 

7  You  may  borrow  music 

8  You  may  borrow  duplicates  of  rocks  and  minerals  from  the 
science  museum 

The  Free  Public  Library  of  Newark,  New  Jersey,  J.  C.  Dana,  Librarian 


ON  THE  USE  OF  A  LIBRARY 


3\3.I3 


Blank  2  Mimeographed  interchange  slip  tipped  on  inside  of  front 
cover  of  books  and  pamphlets,  portions  of  which  the  cla«s  is  required 
to  read. 


Read  pp.  7-10 
FREE  PUBLIC  LIBRARY.  NEWARK.  NEW  JERSEY 

NORMAL  SCHOOL    JUNIOR  B  CLASS 


Place  date  opposite  your 
Allen.  Elsie  M., 
Bodine.  F.  C. 
Booth,  C. 
Bradley.  E., 
Duchamp.  C, 
Farley,  M.. 
Farrington.  E.. 
Hauser,  Rose. 
Heller,  A.,         . 
Hines,  M.  T., 
Heubner,  E., 
Medoraft,B.E.. 
Meyer.  M., 
Middleton,  M., 


Section  I 

name  and  pass  on 
.     Miller,  Anna  R., 

Miller,  Emma, 

Moriarty,  La  T., 
.     Ost.C.        .     . 

Parsons,  H.. 
.     PuUin.  E.  F.. 
.     Qyigley,  E.  C, 
.     Rowe,  M.  G.. 
.     Sachar,  H., 

Srager,  G., 
.     Van  Ness,  H., 
.     Wallace,  A.,     . 
.     Weiss,  P.  M.. 
,     Zoalofsky,  R.  L. 


(  Continued  from  p.  1 1  ) 

(f)  A  library  note  book-  Each  member  of  the  class  is  to  keep  a 
note  book  for  mounting  material  which  will  be  distributed  to  the  class 
and  for  note-taking  on  reading  and  other  work  done  in  this  course  of 
lessons.  Get  at  any  stationer's  or  department  store  an  inexpensive 
cover  for  a  loose-leaf  note-book,  size  about  9x12,  price  about  I  0  cts. 
This  cover  is  large  enough  to  admit  the  standard  business-size  type- 
writer paper,  8    1  -2  x  1  1    in.     A  pound  of    white,  unruled    paper 


7-^-314 A  COURSE  OF  STUDY 

quality  varying  in  price  from  1 0  to  15  cents  a  pound,  will  be  sufficient. 
These  blank  sheets  as  well  as  the  mimeographed  sheets  which  are 
distributed  to  the  class  are  to  be  punched  with  holes  so  that  they  may 
be  secured  in  the  binder  with  stout  cord  or  metal  rings. 

Note  to  the  teacher.  Distribute  Blank   1,  "How  teachers  may 

use  the  library  ".  Tell  the  class  to  read  [ox  the  next  lesson 

Library  instruction  in  the  normal  school  pp.  7-10,  reprinted  from 
N.  E.  A.  proceedings  of  May,  1  906,  or,  The  public  library  and  the 
public  school,  by  C.  B.  Gilbert,  pp.  948-953,  reprinted  from  N. 
E.  A.  proceedings  of  May,  1907;  or.  Report  of  the  committee  on 
the  relations  of  public  libraries  to  public  schools,  pp.  5-7,  reprinted 
from  N.  E.  A.  proceedings  of  I  899. 
See  interchange  slip  sample.  Fig.  2. 

The  class  makes  a  trip  over  the  whole  building.  The  work  of  each 
department  is  outlined  briefly. 


Lesson  z 

Classification  and  Arrangement  of  Books 

(  a  )  Object  of  the  lessons.  The  object  is  primarily  to  help  the  class 
to  learn  the  resources  of  the  library.  Before  it  is  possible  to  do  this, 
two  important  things  should  be  mastered  :  the  arrangement  of  the  books 
on  the  shelves,  and  the  catalog,  which  is  an  index  to  the  books.  The 
work  of  the  first  two  lessons  will  cover  these  points.  The  lessons  fol- 
lowing will  go  more  into  detail  in  the  use  of  various  forms  of  the  index, 
including  Poole's  index  to  periodical  literature. 

(b)  Arrangement  of  hooks  in  the  library.  The  arrangement  is 
logical  and  is  based  usually  on  the  character  of  the  subject  matter  in 
books.  Books  of  a  kind,  that  is,  books  treating  of  the  same,  similar  and 
related  subjects  are  kept  together  on  the  shelves.  To  accomplish  this 
end  a  certain  decimal  classification  of  subjects  has  been  adopted  by 
most  libraries. 

( c )  Decimal  classification.     This  system    divides    books    into   ten 


ON  THE  USE  OF  A  LIBRARY  3\5-l5 


groups  which  are  represented  by  figures  as  follows  for  convenience  in 
arranging  and  marking : 

000-099  General  works,  that  is,  books  which  treat  of  many 
subjects  and  cannot  be  placed  in  any  one  group : 
encyclopedias,  bound  magazines,  etc. 

1  00- 1 99  Philosophy,  for  example :  Spencer,  Synthetic  philoso- 
phy 

200-299  Religion,  for  example  :  Moulton,  Modern  reader's 
Bible — Psalms 

300-399  Sociology,  for  example:  Dawes,  How  we  are 
governed 

400-499     Language,  for  example  :   Harkness,  Latin  grammar 

500-599  Science,  for  example  :  Shaler,  Outlines  of  the  Earth's 
history 

600-699     Useful  arts,  for  example  :  Century  cook-book 

700-799     Fine  arts,  for  example  :  Goodyear,  History  of  art 

800-899  Literature,  for  example :  Irving,  Sketch  book  ;  Long- 
fellow, Poems 

900-999  History,  for  example  :  Winsor,  Narrative  and  critical 
history  of  the  United  States ;  Carlyle,  French  Revo- 
lution 

Books  having  been  given  these  class  numbers  are  arranged  in 
numerical  order  on  the  shelves  and  books  of  a  kind  therefore  are 
together. 

Another  large  group  of  books  is  for  convenience  designated  by  the 
letter  B,  for  biography.  Ford,  George  Washington,  B  W271  16. 
Biography  is  arranged  alphabetically  by  subject.  All  the  lives  of 
Washington  are  together  under  W.,  Lincoln  under  L.,  etc. 

Fiction  is  arranged  alphabetically  by  the  author's  surname.  All  books 
by  one  author  are  ananged  alphabetically  by  the  title  of  the  book. 
Alcott,  Little  Women  stands  before  Burnett,  Little  Lord  Fauntleroy ; 
and  Dickens,  David  Copperfield,  stands  before  Dickens,  Old  Curiosity 
Shop. 

Note  to  teacher.  Name  books  in  each  class  and  see  if  pupils 

can  decide  the  place  of  each  in  these  classes.    Give  each  member  of 


/  6-3 16  A  COURSE  OF  STUDY 

class  a  copy  of  Blank  3,  "The  Classification  of  Books  in  a  Library". 
(  d  )  Subdivisions  oj  the  main  classes.  These  ten  large  groups  are 
in  turn  subdivided  so  that  books  on  more  limited  subjects  may  stand 
together.  For  example,  in  the  group  history  represented  by  900,  930 
stands  for  ancient  history,  940  history  of  Europe,  950  history  of  Asia, 
etc.  Further  sub-divisions  may  be  made,  where  necessary,  by  means  of 
the  decimal  point:  973  general  United  States  histories;  other  U.  S. 
histories  by  periods;  973.1  histories  about  discovery;  973.2  the  colo- 
nial era;  973.3  the  revolution,  etc. 

(e)  Arrangement  of  bool^s  in  each  division.  Books  bearing  the 
same  class  number  are  arranged  in  that  class  alphabetically  by  the 
sur-name  of  the  author.  Note  to  teacher.  Illustrate  by  showing  two 
books  having  call  numbers  on  the  back.  The  whole  combination  of 
figures  and  letters  is  called  the  "  call  number  "  of  the  book.  The  num- 
ber at  the  top  classifies  the  book ;  the  lower  part  consists  of  the  initial 
of  the  author's  name  followed  by  a  number.  When  a  number  of  books 
have  been  placed  in  one  class,  for  instance  histories  of  Rome,  in  937, 
they  are  then  arranged  alphabetically  by  this  initial  letter  in  the  lower 
half  of  the  call  number,  and  decimally  by  the  number  following  the 
letters.  That  is,  books  bearing  the  following  call  numbers  would  be 
arranged  on  the  shelves  in  this  way:  937     937     937     937 

Ab53    BI2  B392    B63 

( f )  A  rrangement  of  bool^s  on  shelves.  Books  on  shelves  are  read 
from  left  to  right  and  from  top  to  bottom  by  columns  as  on  a  page  of 
a  newspaper.  Note  that  all  separate  collections  in  the  library  follow  a 
similar  arrangement  by  classes :  children's  room,  reference  department, 
teachers'  reference  library,  etc. 

Note  to  teacher.  Draw  on  the  blackboard  a  floor  plan  of  the 

library  to  show  the  location  of  the  different  classes  of  books. 

Give  each  pupil  a  list  of  books  representing  the  different  classes. 
Blank  4.  The  lists  give  author,  title,  and  call  number.  The  pupils  are 
to  find  the  books  by  number.  Each  book  when  found  is  to  be  turned 
down  on  the  shelf,  the  title  checked  on  the  list,  and  a  slip  of  paper 
bearing  the  pupil's  name  is  to  be  shut  in  the  book.  When  the  lists  are 
(  Text  continued  on  p.  18) 


ON  THE  USE  OF  A  LIBRARY  3\1.I7 


Blank  3.      Mimeographed  sheet,  the  scheme  of  decimal  classification 
distributed  to  each  member  of  the  class  with  lesson  2. 

The  Classification  of  Books  in  a  Library. 

000-099  General  works. 

1 00- 1 99  Philosophy ;  psychology,  child  study,  etc. 

200-299  Religion  ;  mythology,  etc. 

300-399  Sociology;  government,  education,  etc. 

400-499  Language;  grammars,  dichonaries,  etc. 

500-599  Science;  mathematics,  botany,  etc. 

600-699  Useful  arls;  plumbing,  medicine,  gardening,  etc. 

700-799  Fine  arts;  drawing,  sculpture,  music,  etc. 

800-899  Literature  ;  poetry,  drama,  etc. 

900-999  History  of  all  countries  and  all  times,  travel,  etc. 

B  Biography. 

Fiction,  no  marks. 
The  Free  Public  Library  of  Newark,  New  Jersey. 


Blank  4.     One  of  the  fifteen  different  mimeographed  lists  provided  for 
practice  work  of  lesson  2. 


Lesson  2.      Practice  Work  for  Pupil.     List  1 

Find  on  the  shelves  the  following  books.  In  each  book 
place  a  slip  of  paper  bearing  your  name  and  turn  the 
book  down  on  the  shelf.  Check  the  book  on  this  list.  If 
the  book  sought  is  not  in,  turn  down  the  book  standing 
next  to  the  place  where  it  should  have  been : 
Fiske.      American  political  ideas.  320F54I 

Higginson.      Larger  history  of  the  United  States.  973H53I 
Lodge.     Life  of  Cardinal  Richelieu.  B  R394 

Whitney.    On  snow-shoes  to  the  barren  grounds.  9  I  7.  I W6  I 
Longfellow.     Poems.  8 1  I  L86  1 

Thompson.  Wild  animals  i  have  known.  590T37 

Wentworth.     Arithmetic.  5  1  1  W48 1  1 

Dickens.     Little  Dorrit. 
Fenelon.     Selections.  244F35  I  I 


/<g-318 A  COURSE  OF  STUDY 

(  Continued  from  p.  16) 
completed,  they  are  signed  and  left  with  the  instructor.  Careful  watch 
is  kept  by  person  in  charge  of  the  practice  work  to  see  that  all  points 
covered  in  the  lesson  are  understood  by  each  pupil.  It  must  be  clearly 
understood  that  each  book  in  the  library  has  one  and  only  one  correct 
location. 

Schedule  individual  pupils,  not  more  than  two  for  one  period,  for 
two  hours  laboratory  work  in  the  school  department  and  children  s 
room,  beginning  at  once.  Hours  3-5  p.  m.  during  the  winter  months. 
Object :  by  assisting  school  children  with  reference  questions  teachers 
learn  the  resources  of  the  library  for  this  and  olher  purposes. 

See  lessons  1 0  and  1  1 .  Assign  books  for  individuals  to  review. 
Blank  1  8,  and  warn  class  to  begin  reading  at  once.  See  sample  of 
book  selection  slip  under  lessons  t  0- 1  I .   Figs  9  and  1 0 


Lesson  j 
The  Catalog,  an  Index  to  the  Books 

(a)  The  card  catalog.  The  class,  now  thoroughly  familiar  with 
the  arrangement  of  the  books  on  the  shelves  by  numbers  representing 
subjects,  is  to  practice  using  the  card  catalog  which  is  an  index  to  the 
books. 

Every  book  in  the  library  is  represented  in  the  catalog  by  two  or 
more  cards.  These  cards  are  placed  in  drawers  in  cases  and  are  so 
arranged  that  if  read  in  order  the  entries  are  found  to  be  alphabeted 
like  those  in  a  dictionary  or  an  encyclopedia.  Read  from  front  of 
drawer  toward  the  back.  Drawers  are  so  lettered  that  one  may  refer 
at  once  to  the  required  division  of  the  alphabet. 

The  catalog  answers  three  questions :  what  books  by  a  certain 
author  are  in  the  library ;  who  wrote  a  book  by  a  given  title ;  and  what 
books  on  a  given  subject  are  in  the  library.  Note  to  teacher.  Sample 
cards  Fig  1  8  have  previously  been  drawn  on  the  blackboard, 
(b  )  Author  card.  This  card.  Fig  1 ,  with  other  similar  ones  answers 
the  question,  What  books  by  a  certain  author  are  in  the  library  ? 
Author's  surname   followed    by  his    given    name    is  on  the  first  line. 


ON  THE  USE  OF  A  LIBRARY 


319-/9 


^3^ 


%^ 


F5<V 


1^ 


'bYTV. 


On  the  next  line  is  title  of  book  followed  by  such  information  about 
it,  as  number  of  pages,  size,  place  of  publication,  date,  etc.  In 
upper  left  corner  is  the  hook  number. 

( c )  Title  card. 
This  card.  Fig  2, 
answers  the  ques- 
tion. Has  t  h  e 
library  a  book  by 
a  given  title  ?  1 
Title  of  book, 
omitting  initial  arti- 
cle, is  on  first  line 
of  c  a  rd.  2  Au- 
thor's surname,  fol- 
lowed by  his  given 
name  is  on  second 


l<a6^ 


yy\a}^    O.'^'Bos:*-.    \%««. 


O 


Fig.  I.  Author  card.  Standard  catalog  card 
Size  3x5.  This  and  other  cards,  Fig.  1-8  are 
copied  on  the  blackboard  for  lesson  3. 


^nt. 


F5^ 


■^/^■^."^roW 


'om. 


line.    3  Call  number  of  book  is  in  upper  left  corner. 

(d)  Subject  card.  Such  cards,  Fig  3,  show  what  books  on  a  given 
subject  are  in  the  library.     1    Subject  of  the  book  is  on  the  first  line. 

2.  Author    is  on  

second  line.  3 
Title  is  on  the  third 
line.  4  Call  num- 
ber is  in  upper 
left  corner.  Books 
treating  of  several 
subjects  frequently 
have  more  than 
one  subject   card. 

(e)  Biography 
card.     A   special 

kind  of  subject  card  made  for  biography  is  called  a  biography  card. 
Fig  5.  The  surname  of  the  subject  of  the  life,  followed  by  the  given 
name  is  on  the  first  line.  The  card  then  follows  the  form  of  a  regular 
subject  card.   If  the  book  treats  of  the  lives  of  several  people.  Fig  6, 


O 


Fig  2.     Title  card. 


20-320 


A  COURSE  OF  STUDY 


a  subject  card  for  each  person  is  made.  Fig  4.  Such  a  book  is  known 
as  "collective  biography"  and  bears  the  class  number,  920,  in  distinc- 
tion from  B,  which  stands  for  the  life  of  one  person. 

It  has  been  noted  that  each  card  mentioned  bears  in  the  upper  left 

corner    the    call 


F5^ 


number  of  the 
book.  By  means 
of  this  the  location 
of  the  book  on  the 
shelves  is  known, 
(f)  Further  in- 
formation given 
by  the  catalog. 
Frequently  by 
means  of  a  refer- 
ence card.  Fig  7, 
more  material  on  a  given  subject  is  brought  to  the  attention.  This  card 
is  filed  after  others  having  the  same  subject  heading. 

Books  are  recorded  under  the  author's  real  name.    A  card.  Fig  8, 

is  filed  under  the 


O 


Fig  3.     Subject  card. 


-aofcm^TnM.S.'b.CK^ 


1? 


%rn 


1^^-^(o'^) 


ro^, 


pseudonym,  or  pen 
name,  referring  to 
the  real  name. 

When  an  author 
has  edited  a  book, 
"ed"  appears  after 
his  name.  If  he  has 
written  a  book 
with  another  per- 
son, "joint  authors" 
appears  after  their 

names.   Example  of  editor  card :  Lang,  Andrew,  ed.  Red  fairy  book. 

Example   of  joint   author :    Besant,   Walter,  and   Rice,  James,  joint 

authors.   The  Chaplain  of  the  fleet. 

The  publisher's  date,  following  the  title  on   an  author  card,  is  of 
(  Text  continued  on  p.  22) 


O 


Fig  4.      Subject  card  for  portion  of  a  book. 


ON  THE  USE  OF  A  LIBRARY  32\-2/ 


Blank  5  Mimeographed  sheet  given  each  pupil  to  fill  in  for 
lesson  3.  The  instructor  writes  the  title  of  a  well  known  book, 
not  a  novel,  m  the  space  left  in  question  I .  Each  paper  bears 
a  title  different  from  the  others. 


Lesson  3.   Practice  Work  for  Pupil. 

1  Who  wrote  Find  and 
copy  the  author's  name,  also  the  book-number. 

2  What  other  books  written  by  the  same  author  are  in  the 
library.  Copy  the  book-numbers  of  the  first  two  books 
you  find. 

3  Are  there  any  accounts  of  the  life  of  the  author  of  these 
books  in  the  librai"y  ?  If  there  are,  copy  the  book-num- 
ber of  one  of  them. 

4  Give  author,  brief  title  and  book-number  of  two  books 
on  any  one  of  the  following  subjects :  Chemistry,  Kin- 
dergarten, Playgrounds,  School  gardens,  Basketry,  Manual 
training.  Nature  Study,  Arithmetic,  Geography,  Psy- 
chology, Education,  Folk  dancing. 

5  Give  author,  brief  title  and  date  of  two  of  the  most 
recent  books  the  library  has  on  any  one  branch  of  natural 
science  included  in  your  school  work. 

6  Name  two  books  in  the  library  by  any  one  of  the  follow- 
ing :    Twain,  Craddock,  Hope,  Eliot,  Sand. 

7  Look  up  one  of  the  following  subjects :  Electricity,  Edu- 
cation, Science,  Botany,  Literature,  Physiology,  Flowers, 
Food.  Find  a  card  which  will  refer  you  to  other  sub- 
jects under  which  you  would  find  material  allied  to  this 
subject  which  you  are  investigating.  Mention  3  of  these 
subjects. 


22-322 


A  COURSE  OF  STUDY 


{  Continued  from  p.  20) 
importance  in  determining  the  value  of  a  book's  information.  Example  : 
a  boy  borrowed  a  book  on  electricity,  dated   1853,  to  prepare  for  an 
examination.   He  failed,  and  wondered  why. 


See    Blank    5.     Question    1 
in   the  space  with  the   title 


involves    the 
of  some  well 


L63ilZl 


^ 


^ijur\- 


Note  to  teacher. 
use  of  a  title  card, 
known  book  of 
n  on- fiction.  Give 
practice  work  to 
each  pupil.  Work 
to  be  done  inde- 
pendently, paper 
signed  and  left 
with  instructor. 

In  this  lesson  as 
in  others,  discuss- 
ion of  points  in  the 
previous  lesson 
which  an  examination  of  pupils'  papers  has  shown  were  not  clear,  is 
taken  up  before  the  new  lesson  for  the  day.  The  papers  of  the 
previous  lesson  have  been  corrected  and  are  now  returned  for  mount- 
ing in  the  note  books.  The  rank  given  each  pupil  on  this  and  other 
practice  papers  to  follow  is  carefully  kept. 


o 


Fig  5.     Biography  subject  card. 


Lesson  4 

The  Parts  of  a  Book 

The  class  which  is  now  familiar  with  the  two  important  aids  in 
finding  books  on  the  shelves,  i.  e.  the  arrangement  of  books  in  the 
library  and  the  catalog  as  an  index  to  the  books,  is  next  to  make  a 
more  special  study  of  the  books  themselves.  This  lesson  is  a  study  of 
the  make-up  of  a  book  with  special  reference  to  cover,  binding,  paper, 
print,  index,  table  of  contents,  preface,  appendix,  illustrations,  maps,  etc. 
Note  to  teacher.  Each  point  which  follows  is  illustrated  for  the  class 
by  books  which  show  both  the  bad  and  good  qualities  enumerated. 


ON  THE  USE  OF  A  LIBRARY 


323-2i 


(a)  Binding,  paper,  print.      In  examining  the  outside  of  a  book  note 
ciitically  the  cover  and  binding ;  have  they  beauty,  are  they  gaudy  in 
color,  white,  what  of  the  design,  are  they  serviceable  ? 
Note  critically 


^LlO. 


-p.r>^fcmTYVvs.g>aAn^ 


B(33l^ 


^Ta. 


( V\r<rj>uAlA\ 


io^MA  0^  -borA  ^fW&  -uA/o  ■^^XOinnaZ 


t  h  e  paper.  Is  it 
strong,  brittle, 
glazed,  cream  or 
dead  white,  etc. 

Note  the  print. 
Is  it  large,  small, 
clear  cut,  broken, 
etc. 

(b)  Title  page. 
Usually  this  is  the 
first  primed  page 
of  the  book.  It  bears  the  title  of  the  book  and  so  gives  some  clue  to  its 
subject.  It  usually  gives  also  the  author's  name.  Note  whether  this 
author  is  an  accepted  authority,  is  reputable  or  unknown.  Note  also 
the  date  of  publi 


O 


Fig  6.      Author  card  for  collective  biography. 


l^JUP)^ 


Iaju^ 


o 


cation.  The  date 
of  copyright  which 
appears  usually  on 
the  reverse  of  the 
title  page  should 
be  noted  also. 
This  is  because  it 
often  shows  more 
nearly  than  the 
date  on  the  title 
page  the  real  date 
at  which  the  book  was  written.  The  value  of  books  on  certain  sub- 
jects, for  instance  science,  is  largely  dependent  on  their  dates. 

The  publisher's  name  is  in  most  cases  at  the  bottom  of  the  title  page. 
The  work  of  different  firms  must  be  learned  from  experience ;  among 
the  best  are  Houghton,  Little  Brown,  Macmillan,  Dent,  Scribners, 
Doubleday,    Harpers,   Century,  Dodd,  etc. ;  and,  for  school   books 


Fig  7.     Reference  from  one  subject  to  other  re- 
lated subjects. 


2^-324 


A  COURSE  OF  STUDY 


especially,  Ginn,  Heath,  American  Book  Co.,  Educational  Publishing 
Co.,  etc.,  etc. 


Xo^/jyr\x/yVi^Q/Yy\)jJ(X  ^0i/vvaWvv\<. 


3wW\TTVvv^  , ^^SLuA..       ^91 


o 


Fig  8.     Reference  from  pseudonym  to  real  name. 


(c)  Preface,  table  of  contents,  etc.     The  usefulness  of  most  books 

is  dependent  on 
t  h  e  presence  of 
some  or  all  of  the 
following  parts : 
I  Preface  is 
near  beginning  of 
book.  It  gives  in- 
tention of  author, 
ground  covered, 
tells  whether  ac- 
count is  to  be  ex- 
haustive   or    brief 

outline,  for  whom  and  for  what  purpose  written,  etc. 

2  Table  of  contents  is  usually  near  the  beginning  of  the  book.  It 
gives  brief  outline  of  subjects  taken  up.  Topics  follow  the  order  of  the 
material  in  the  book.  Table  then  serves  as  a  quick  guide  to  the  divi- 
sion of  the  subject  desired.  For  example,  given  a  church  history,  find 
chapter  on  Reformation.    Essential  in  all  except  fiction. 

3  Appendix,  notes,  etc.  These  occur  as  foot-notes  or  often  near 
the  end  of  the  volume.  Useful  in  books  to  be  used  as  teachers*  hand- 
books or  often  in  text  books  for  supplementary  material.  For  example, 
given  a  United  States  history.  In  this  a  copy  of  Declaration  and  Con- 
stitution are  useful  additions  though  not  necessarily  included  in  the  main 
text. 

4  Illustrations.  Generally  necessary  in  travel,  history,  science,  etc. 
Maps,  diagrams,  etc.,  in  geography,  history,  etc. 

(  d  )  Index.  This  occurs  almost  invariably  at  the  end  of  a  volume.  It 
is  an  alphabetical  arrangement  of  subjects  treated  in  the  book.  A  good 
index  includes  entries  of  subjects,  catch-words,  people,  places,  cross- 
references,  etc.  Essential  in  almost  all  books  except  fiction.  Some  of 
the  points  to  be  noted  in  a  good  index  :  entry  under  the  obvious  word  ; 
Individualism,  Spirit  of,  in  America ;  preference  for  common  terms.  Fruit, 


ON  THE  USE  OF  A  LIBRARY  325-25 


not  pomology ;  no  entry  under  unimportant  words,  articles,  phrases, 
prepositions ;  use  of  specific  not  general  terms,  i.  e.  Golf  not  Games  if 
discussion  is  confined  to  Golf ;  no  indexing  under  main  subject  of  book, 
i.  e.  in  a  book  on  New  York  to  find  material  on  schools,  look  under 
Schools  and  not  New  York  schools. 

The  simplest  form  of  index  gives  for  each  entry  a  reference  to  the 
page  as  for  example  Habit,  72,  or  to  inclusive  pages  as  Concentration, 
110-112. 

Special  kinds  of  indexes  are  often  used  in  collections  of  poetry,  for 
instance,  index  to  first  lines,  catch- words,  authors,  each  part  a  separate 
alphabet. 

Special  symbols  or  varieties  of  type  are  often  used  to  distinguish  dif- 
ferent kinds  of  entries  as  in  Bagley,  School  management,  where  capitals 
indicate  authorities  quoted,  etc.  Look  for  explanation  at  beginning  of 
index,  sometimes  at  end,  or  at  bottom  of  page.  If  no  explanation  is 
given,  a  careful  examination  of  a  few  entries  will  reveal  for  what  pur- 
pose the  varieties  of  type  or  symbols  have  been  used. 

Note  to  teacher.  Write  on  the  blackboard  or  read  some  entries 

from  a  good  index  of  the  simplest  form.  Examples  of  good  indexes  are: 
Fiske,  American  Revolution,  Houghton ;  Bryce,  American  Common- 
wealth, Macmillan ;  Earle,  Child  life  in  colonial  days,  Macmillan ; 
Holmes,  Autocrat  of  the  breakfast  table,  Houghton,  etc. 

(  e  )  Index  to  a  set  of  volumes.  In  some  cases  a  portion  of  the  index 
is  in  each  volume  as  for  instance  in  Berenson,  Study  and  criticism  of 
Italian  Art,  2v.,  Bell.  The  more  common  form  is  to  have  the  whole 
index  at  the  end  of  the  last  volume  as  in  Fiske,  Discovery  of  America, 
Houghton,  2  vol.  Another  form  is  to  have  the  index  of  the  whole  set 
in  the  last  volume  and  also  to  have  each  volume  indexed,  as  for  in- 
stance in  Britton  and  Brown,  Illustrated  flora  of  the  northern  states  and 
Canada. 

(f)  Index  to  an  atlas.  Good  atlases  are  fully  indexed  for  proper 
names,  and  give  much  additional  information.  For  example  in  the 
Century   atlas   the   form  of  entry  is   Newark  (c.  h.)  N.  J.  s.  c.  '95 

2  I  5806 1 4H3,  which,  by  referring  to  the  table  of  abbreviations 

(  Text  continued  on  p.  27) 


26-326  A  COURSE  OF  STUDY 


Blank  6    Mimeographed  sheet  given  to  half  the  class  to  be 
filled  in  as  practice  work  for  lesson  4. 


Lesson  4.    Practice  Work  for  Pupil.    Paper  1 . 

1  Consult  the  preface  of  Palgrave's,  Golden  Treasury.    For 
what  class  of  readers  has  the  book  been  compiled  ? 
Does  the  preface  show  the  ground  covered  by  it  ? 

2  From  the  table  of  contents  of  Emerson's  English  traits  do 
you  find  that  he  has  included  in  this  volume  an  essay  on 
wealth  ? 

If  so  on  what  pages  is  it  found  ? 

3  Consult  the  index  of  Church's  Story  of  Carthage.  On  what 
page  does  the  book  treat  of  Marcellus  ? 

4  Consult  the  index  of  Fiske's  Discovery  of  America.  Where 
will  you  find  references  to  the  Mississippi  river? 

5  Use  the  index  of  Ginn's  Classical  atlas.  Find  the  location 
of  Philae  and  express  in  figures  its  latitude  and  longitude 
(  east  of  Greenwich  ). 

6  On  what  pages  of  Fiske's  Critical  period  of  American  his- 
tory do  you  find  the  longest  account  of  Samuel  Adams  in 
the  Massachusetts  Convention  ?    Use  the  index. 

7  Consult  the  life  of  Johnson  by  Stephens  and  also  that  by 
Boswell.  In  which  book  would  you  find  most  quickly  a 
reference  to  Edmund  Burke  ?    Why  ? 

8  Consult  the  introduction  to  Select  poems  of  William  Words- 
worth, edited  by  Rolfe.  What  do  you  find  of  interest  in 
connection  with  a  study  of  the  author's  work  ? 


ON  THE  USE  OF  A  LIBRARY  327-27 

Blank  7     Mimeographed  sheet  given  to  half  the  class  to  be 
filled  in  as  practice  work  for  lesson  4. 


Lesson  4.    Practice  Work  for  Pupil.    Paper  2. 

1  Consult  the  preface  of  Pancoast's  Standard  English  prose. 
For  what  class  of  readers  has  the  book  been  written  ? 
Does  the  preface  show  what  ground  is  covered  by  it  ? 

2  From  the  table  of  contents  of  Lowell's,  Among  my  books, 
do  you  find  that  he  has  included  an  essay  on  witchcraft  ? 
If  so,  on  what  pages  is  it  to  be  found  ? 

3  Consult  the  index  of  Fiske's  American  Revolution.  On 
what  pages  does  the  book  treat  of  the  Stamp  Act  ? 

4  Consult  the  index  of  Bryce's  American  Commonwealth. 
On  what  pages  do  you  find  a  discussion  of  "  Bosses  "  ? 

5  Use  the  index  of  Ginn's  Classical  atlas.  From  it  find  the 
location  of  Lemnos  and  express  the  latitude  and  longitude  in 
figures  ( longitude  east  of  Greenwich  ). 

6  On  what  pages  of  Tarr's  Physical  geography  do  you  find 
the  longest  account  of  tracks  of  storms  ?    Use  the  index. 

7  Consult  the  Life  of  Scott  by  Lockhart  and  also  that  by 
Hutton.  In  which  book  could  you  most  quickly  find  a  ref- 
erence to  George  Canning  ?    Why  ? 

8  Consult  the  introduction  to  Minor  poems  of  John  Milton 
(  Rolfe  edition  ).  What  do  you  find  of  interest  in  connection 
with  a  study  of  the  author's  work? 

(Continued from  p.  25) 
and  to  the  map  itself  are  found  to  mean,  "  court  house ",  New  Jersey, 
state  census  1895,  population  215,806,  location  on  map  14  in  the 
longitudinal  region  designated  by  H  and  the  latitudinal  region 
designated  by  3.  In  Ginn's  Classical  atlas,  the  form  of  entry  Sparta 
2  E  d  means  map  2,  E  location  longitudinally,  and  d  latitudinally.  Look 
at  the  map  itself  to  get  longitude  and  latitude  in  figures. 


28.32&  A  COURSE  OF  STUDY 

The  lesson  is  so  presented  by  the  teacher  as  to  excite  an  interest  in 
the  care  of  books. 

The  practice  work  covers  the  following  points: 

1  Use  of  preface  in  discovering  scope  and  purpose  of  a  book 

2  Use  of  table  of  contents  for  quick  reference 
3-4  Use  of  simplest  form  of  index 

5  Interpretation  of  terms  in  index  of  atlas 

6  Use  of  inclusive  page  references. 

7  Value  of  the  presence  of  an  index 

8  Biographical  and  interpretative  material  in  introduction. 

The  books  referred  to  in  the  practice  work  are  those  commonly 
found  in  libraries  and  usually  in  standard  editions.  Other  books  can 
of  course  be  easily  substituted  to  cover  the  points  enumerated.  Two 
sets  of  papers  are  given  for  the  use  of  large  classes.  Blanks  6  and  7. 

The  class  visits  a  book  bindery.  1  ell  the  class  to  read  before  the 
next  lesson  in  Rawhng's  Story  of  the  books,  the  chapter  on  Book- 
bindings or  the  chapter,  How  a  modern  book  is  produced,  or  read  The 
features  of  a  printed  book,  a  pamphlet  made  by  the  School  of  Print- 
ing, North  End  Union,  Parmenter  Street,  Boston,  which  may  be  had 
from  them  for  50c.  The  interchange  slip.  Blank  2,  is  tipped  in  these 
books  which  are  to  circulate  among  members  of  the  class  before  the 
next  lesson. 


Lesson  5 

Magazine  Indexes 

Note  to  teacher.  A  brief  history  of  the  making  of  the  first  index 

by  Dr.  Poole  forms  an  interesting  introduction  to  the  subject  for  pupils. 
For  this,  see  his  preface  to  volume  1 . 

(a  )  Poole's  index.  A  subject  and  title  index  to  periodicals.  Indexes 
232  magazines  from  1802-1881.  Supplements  published  every  five 
years,  covering   1 90  magazines.    Last  five  yearly  volume   1 902-06. 


ON  THE  USE  OF  A  LIBRARY  329-29 

Abridged  edition  indexes  37  magazines,  1  8  I  5-1 899,  in  one  volume. 
Supplementary  volume,  1900-1904.  Key  to  abbreviations  in  front 
of  volume. 

(b)  Annual  library  index.  Supplement  to  Poole's  index.  An 
author,  title  and  subject  index  to  periodicals.  Indexes  also  essays,  book 
chapters,  etc.,  v/ith  author  index;  bibliographies,  necrology  and  index 
to  dates  of  principal  events.     Form  of  entry : 

1  Author  :    Hall,  Granville  Stanley. 

The   German   teacher   teaches.     New  Eng.    M.   n.   s.  36: 
282—7  (My  07). 

2  Title:  German  teacher,  The.   (  G.  S.  Hall)  New  Eng.  M.  n.  s. 

36:282—7  (My  07). 

3  Subject:  Teaching  in  Germany.    (  G.  S.  Hall)    New  Eng.  M. 

n.  s.  36:  282— 7  (My  07). 

(c)  Readers'  guide  to  periodical  literature.  An  author  and  subject 
index  to  periodicals.  Published  monthly  by  the  H.  W.  Wilson  Co. 
Minn.  Each  number  indexes  magazine  articles  for  the  current  month. 
In  addition  to  this,  certain  numbers  index  magazine  articles  of  all  pre- 
ceeding  months  of  the  year.  These  cumulative  numbers  are  the  quar- 
terly, half  yearly  and  yearly  numbers.  Each  one  includes  and  supercedes 
the  preceding  so  that  the  final  annual  volume  forms  a  complete  index 
for  the  year.  Does  not  index  as  many  magazines  as  Poole,  but  in- 
cludes some  perhaps  more  popular,  as  Everybodys,  World  today, 
Ladies  home  journal.  Delineator,  etc.  not  in  Poole.   Form  of  entry: 

1  Author :  Bryce,  James,   1838  — 

City  child.  Char.  19:  1661—2  Mr.  7.  08 

2  Subject:  Playgrounds 

City  Child.  J.  Bryce.  Char.  19:  1661—2.  Mr.  7,  08 

(d)  Magazine  subject  index.  A  subject  index  to  79  American 
and  English  periodicals  not  indexed  in  Poole  or  Readers'  guide. 
Published  quarterly  as  the  Bulletin  of  bibliography  then  yearly  by 
the  Boston  Book  Co.  Began  in  1907  but  indexes  some  magazines 
previous  to  that  date.  Indexes  among  others,  outdoor  magazines,  art 
and  architectural  magazines,  etc.   Form  of  entry: 

(  Text  continued  on  p.  3  I  ) 


iO-330  A  COURSE  OF  STUDY 

Blank  9     Mimeographed  sheet  distributed  to  teachers  and 
others,  one  copy  given  to  each  pupil  with  lesson  5. 


Magazines  of  Special  Interest  to  Teachers. 

Independent.    New  York.    Weekly.    $2.00 
Comments  upon  life  and  literature. 

Literary  Digest.    New  York.    Weekly.    $3.00 

Excerpts  from  magazines  and  newspapers  upon  current 
events  and  literary  matters. 

Bookman.    New  York.    Monthly.    $2.00 

Interesting  comments  on  books  and  authors,  also  signed 
reviews  and  criticisms  of  the  drama  and  fiction.  Well 
illustrated. 

Atlantic  Monthly.    Boston.    Monthly.    $4.00 

The  best  literary  magazine  published  in  this  country. 
■  Educational  Review.    New  York.    Monthly.    $2.00 

Presents  the  results  of  the  most  advanced  thought  and 
the  bearing  on  education  of  recent  psychological  investi- 
gations. Contains  authoritative  reviews  of  recent  peda- 
gogical literature. 

School  Arts  Book.    Worcester,  Mass.    Monthly.    $  1 .00 
An  admirable  aid  to  teachers  of  drawing  and  the  allied 
arts. 

Popular  Educator.    Boston.    Monthly.    $1.25 

Especially  useful  to  teachers  in  the  grammar  grades.  A 
notable  feature  is  its  presentation  of  material  for  the 
study  of  modern  industries  and  the  events  of  daily  life. 

Kindergarten- Primary  Magazine.  New  York.  Monthly. 
$2.00  Its  pedagogical  digest  department  gives  summa- 
ries of  educational  thought  and  progress  both  here  and 
abroad. 

Primary  Plans.    Dansville  N.  Y.    Monthly.    $1.00 

Gives  plans  for  classroom  work  appropriate  to  the  vari- 
ous months,  and  suggestions  for  lessons  in  special  sub- 
jects, as  drawing,  literature  and  arithmetic. 
(Blank  continued  p.  31) 


ON  THE  USE  OF  A  LIBRARY  33\-3l 

(  Continued  from  p.  30  ) 
School  Exchange.    Newark.    Bi-monthly.    $  1 .00 

Each  number  devotes  the  major  portion  of  its  space  to 
a  single  subject.  The  object  of  its  library  department  is 
to  increase  the  usefulness  of  the  Free  Public  Library  to 
teachers  of  Newark.  Published  by  the  Newark  Public 
School  Principals'  Association. 
School  Review.    Chicago.    Monthly.    $1.50 

A  journal  of  secondary  education.    Reviews  educational 
publications. 
^New  York  Teachers  Monographs.  New  York.    Qyarterly. 
$  1 .00    Consists  of  carefully  worked  out  plans  and  de- 
tails of  grade  work. 
These  magazines  with  the  exception  of  the  current  numbers 
may  be  borrowed  from  the  School  Department  and  Reading 
Room  of  the  Public  Library. 

The  Free  Public  Library  of  Newark,  New  Jersey.  November,  1908 

{Continued from  p.  29) 

Schools,  Elementary.  Constructive  work  in.  C.  A.  Bennett 
Man.  Tr.  180-6.  Jl.  00. 

These  indexes  are  in  the  reference  end  of  the  lending  department. 
A  key  to  the  location  of  magazines  will  be  found  in  this  department. 

(e)  St.  Nicholas  Index.  An  author  and  subject  index  to  the  St. 
Nicholas  magazine,  covering  volumes  1-27,  1873-1900,  in  one  vol- 
ume.   Useful  in  work  with  children.    Form  of  entry : 

1  Author:   Poulsson,  Emilie. 

Christmas  cure;  story.  11.  18:  159-61 

2  Subject :  Christmas 

Christmas  cure.  (  E.  Poulsson  )   II.  18:1  59-6 1 

(f)  Other  indexes.  Rowell's  newspaper  index.  Gives  list  of  all 
newspapers  and  magazines  published  in  U.  S.  and  Canada.  Arranged 
by  states.    Has  classified  index.    In  reading  room. 

Street's  pandex  of  the  News.  Chicago.  Weekly.  Qyarterly  and 
yearly  cumulations.    An  index  to  newspapers.    In  reading  room. 


32-332 A  COURSE  OF  STUDY 

Note  to  teacher.  In  this  as  in  the  other  lessons  it  is  generally 

necessary  to  go  over  the  practice  paper  with  the  class,  making  each 
point  clear  before  the  class  attempts  the  work. 

The  teacher's  outline  for  this  lesson  with  the  exception  of  the  notes 
to  the  teacher  is  made  a  mimeographed  blank,  Blank  8,  for  distribution 
to  the  class  who  mount  it  with  all  other  blanks  and  notes  in  their  note 
books.  As  this  Blank  8  is  printed,  as  the  teacher's  outline,  pages  28 
and  29,  (a)  to  (f),  it  is  not  reproduced  in  blank  form. 

Call  in  note  books  for  inspection. 

Qyestion  class  to  see  if  reading  and  preparation  for  the  book  selec- 
tion work  to  come  are  progressing  properly. 

Blank  10     Mimeographed  sheet  given  each  pupil  to  be  filled 
in  (or  the  practice  work  of  lesson  3. 


Lesson  5.    Practice  Work  for  Pupil. 

1  Look  up  in  any  of  the  magazine  indexes  discussed  a  refer- 
ence to  one  magazine  article  on  any  one  of  the  following 
subjects:  Settlement  work.  Playgrounds,  Arbor  day. 
School  gardens.  Gymnastics,  Kindergarten.  Check  the 
subject  which  you  have  selected. 

2  Write  author  and  title  of  article  selected. 

3  Give  below  the  full  name  of  magazine  in  which  the  arti- 
cle is  to  be  found.  (The  magazine  names  are  abbre- 
viated. The  full  names  will  be  found  in  the  front  of  the 
book. 

Volume.  Page 

4  What  is  the  title  of  the  index  which  you  used  ? 

5  What  years  does  the  volume  you  used  index  ? 

6  Go  to  the  shelf  and  get  the  article  referred  to. 


ON  THE  USE  OF  A  LIBRARY  333-33 


Lesson  6    Part  1 
Reference  Books 

Every  library  has  a  number  of  books  which  are  kept  in  the  library 
where  they  may  always  be  available.  These  so-called  reference  books 
are  usually  large,  expensive,  very  inclusive  and  each  book  or  set  of 
books  so  arranged  that  the  great  amount  of  material  included  is  easily 
and  quickly  accessible.  Good  examples  are  encyclopedias  covering 
various  subjects,  so  alphabeted  that  one  may  turn  to  the  desired  sub- 
ject at  once;  encyclopedias  on  special  subjects  as  biography,  philosophy, 
natural  history,  etc,  dictionaries;  atlases  with  full  indexes,  etc,  hand- 
books on  all  subjects,  etc,  indexes  to  periodicals,  etc. 

This  collection  of  reference  books  is  a  complete  unit  covering  all 
subjects.  The  books  are  arranged  on  shelves  as  the  lending  books  of 
the  library  are  arranged,  books  on  the  same  subject  together. 

In  investigating  almost  any  unfamiliar  subject  the  most  logical  method 
is  first  to  find  the  given  subject  in  these  general  reference  books, 
which  will  guide  the  student  to  further  material. 

The  selected  list  of  books  which  the  class  will  examine  today  is 
brief  and  can  only  serve  to  introduce  to  the  class  a  few  of  the  impor- 
tant reference  books  of  use  to  teachers  and  to  indicate  the  nature  of 
reference  books. 

These  then  will  serve  merely  as  points  of  departure  in  gaining  a 
knowledge  of  the  use  of  books.  The  constant  use  of  these  books  is 
the  only  method  of  knowing  them. 

Note  to  teacher.  1  he  instructor  gives  the  location  of  reference 

books  in  the  library,  then  shows  in  class  the  books  listed.  Blank  1  1 , 
describing  each  by  the  note  given  or  more  fully. 

The  practice  work  sheets  which  are  distributed  to  the  class  will  be 
filled  in  by  pupils  independently,  outside  of  the  class  hour.  The  work 
consists  in  using  these  and  similar  reference  books  as  found  in  their 
proper  location  on  the  reference  shelves. 

Give  each  pupil  a  copy  of  the  list.  Blank  1  1 . 


3^-334 A  COURSE  OF  STUDY 

Go  over  the  practice  work  paper  with  the  class,  Blank  I  3.  Every 
authority  for  each  question  consulted  is  to  be  written  down  in  the 
given  space  and  a  check  mark  placed  opposite  the  names  of  those 
books  in  which  satisfactory  answers  were  found.  With  this  full  record 
the  instructor  is  able  to  see  if  the  pupil  has  followed  a  reasonable 
method  in  looking  up  the  subject. 

Papers  are  to  be  handed  in  within  three  days. 


Lesson  6    Part  2 
United  States,  State  and  City  Publications 

The  nation  and  state  are  publishers  of  a  great  deal  of  material 
covering  practically  all  subjects.  Much  of  this  may  be  had  for  the 
asking  by  teachers.  Many  of  the  volumes  are  copiously  illustrated  with 
pictures  well  adapted  for  use  in  the  geography  class.  The  Newark 
library  is  a  depository  and  has  indexes  which  make  available  much 
valuable  material.  The  usual  method  of  getting  documents  is  to  apply 
to  your  congressman,  many,  however,  may  be  obtained  by  sending 
directly  to  the  department  issuing  them. 

The  state  geological  survey  has  published  much  material  useful  to 
teachers  of  geography  in  New  Jersey.  It  has  issued  many  excellent 
maps  and  valuable  reports.  A  Summary  and  subject  Index  of  its 
reports  and  maps  may  be  had  from  the  state  geologist,  Trenton. 

The  accompanying  list  includes  some  of  the  most  useful  of  these 
documents,  most  of  which  are  free. 

Note  to  teacher.  Show  and  describe  briefly,  the  government, 

state  and  city  documents  listed  in  Blank  12. 

Give  each  pupil  a  copy  of  this  list.  Blank  12.  If  time  permits  prac- 
tice work  similar  to  that  done  with  reference  books.  Blank  1  3,  is  intro- 
duced in  the  course  at  this  point. 


ON  THE  USE  OF  A  LIBRARY  335-35 


Blank  I  I      Two  mimeographed  sheets  given  to  each  member 
of  the  class  with  lesson  6. 


Reference  Books  Useful  to  Teachers  and  Others. 
A  few  of  the  best  sources  for  general  information  for  teachers 
and  pupils.  For  a  list  of  one  hundred  reference  books  for  a 
small  library  see  Alice  B.  Kroeger's  Guide  to  the  study  and  use 
of  reference  books  published  by  the  American  Library  Associa- 
tion Publishing  Board.     1908. 

Dictionaries : 

Webster's  International  dictionary.  Probably  the  best  of  one 
volume  dictionaries.  Specimen  pages  are  furnished  for  class  use 
by  the  publishers.  These  pages  show  the  scope  of  the  dic- 
tionary which  covers  in  addition  to  the  main  body  of  definitions 
such  points  as  :  pronunciation,  orthography  rules,  fictitious  names 
geographical  and  biographical  material,  classical  names,  quota- 
tions, signs  used  in  printing  and  writing,  etc. 
Century  dictionary.  Encyclopedic.  8  vols,  with  additional  atlas 
and  names,  illustrated.  The  most  comprehensive  American 
dictionary. 

General  references : 

New  international  enclyclopedia.    Best  enclyclopedia  for  ready 
reference.  Excellent  lists  of  books  at  end  of  each  article. 
Enclyclopedia  Americana.    Good  for  geography  of  U.  S.  cities 
and  states. 

Champlin.  Young  folks'  cyclopaedia  of  common  things.  Brief 
articles  on  great  variety  of  subjects.  Good  for  accounts  of  in- 
dustries, natural  objects,  etc. 

World  almanac.  Index  at  beginning.  Up  to  date  statistics  of 
many  kinds;  election  facts  and  figures;  U.  S.  officials;  cabinet 
officers,  etc. 

Biography : 

Lippincott.    Pronouncing   biographical   dictionary.    The   best 

general  biographical  reference  book.  It  gives  the  pronunciation 

(  Blank  continued  p.  36  ) 


36-336  A  COURSE  OF  STUDY 

(Continued  from  p.  35  ) 
of  names,  sketches  of  lives.     Appendix  gives  English  Christian 
names  with  equivalents  in  foreign  languages.    Portraits  given  in 
the  last  edition. 

Century  cyclopedia  of  names.  Includes  names  in  geography, 
biography,  mythology,  history,  ethnology,  art,  fiction.  Very 
full  in  biography  and  geography. 

Champlin.  Young  folks'  cyclopaedia  of  persons  and  places. 
Most  useful  for  children. 

Who's  who  in  America.  Brief  biographical  accounts  of  living 
men  and  women. 

History : 

Larned.  History  for  ready  reference.  History  of  all  countries 
and  all  times  in  alphabetic  arrangement.  Under  name  of  coun- 
try arrangement  is  chronological. 

Harper's  encyclopedia  of  U.  S.  history.  Good  for  short  accounts 
of  battles,  documents,  persons,  etc. 

Geography  : 

Lippincott.     Gazetteer    of    the  world.     Very  comprehensive. 
Alphabetically  arranged,  giving  description  and  information  of 
places  with  pronunciation  and  various  spellings  of  names. 
Century  cyclopedia  of  names.    (  See  above.  ) 

Atlases : 

Century  atlas  of  the  world.    Includes  historical  maps  and  gives 

such  information  as  location  of  railroads,  canals,  steamship  routes, 

altitudes,  etc. 

Ginn  &  Co.    Classical  atlas. 

Classical  references : 

Peck.  Harper's  dictionary  of  classical  literature  and  antiquities. 
Includes  Greek  and  Roman  antiquities,  biography,  geography, 
history,  literature,  mythology,  etc..  Illustrations,  maps,  special 
attention  to  recent  archaeological  discoveries. 
Smith.  Classical  dictionary.  Small  edition,  good  for  school  use. 
(Blank  continued  p.  37) 


ON  THE  USE  OF  A  LIBRARY  3^1-37 

(  Continued  from  p.  36  ) 
Poetry : 

Granger.  Index  to  poetry  and  recitations.  Main  index  is  of  titles. 
References  to  this  from  first  line  and  author  indexes.  Appendix 
includes :  Poems  on  special  days ;  Charades,  dialogues,  drills. 
Poems  about  noted  people. 

Bartlett.  Familiar  quotations.  Arrangement  is  by  author.  One  of 
the  most  complete  and  accurate  compilations.  Index  not  very 
full. 

Hoyt  and  Ward.  Cyclopedia  of  practical  quotations.  Quotations 
are  arranged  by  subject.   Has  complete  index. 

Debates : 

Biookings  and  Ringwalt.  Briefs  for  debates.  Conduct  of  de- 
bate in  introduction.  Many  popular  topics,  references  and  briefs 
on  each  side  of  question.  Supplemented  by  Ringwalt.  Briefs 
on  public  questions. 

Matson.  References  for  literary  workers.  Many  subjects,  and 
references  to  many  out  of  the  way  books  and  old  magazine 
articles. 

Historical  fiction  : 

Baker.  Descriptive  guide  to  the  best  fiction,  British  and  Ameri- 
can, including  translations  from  foreign  languages.  Arrange- 
ment chronological  to  present  day.  Best  or  representative  works 
are  starred.  In  historical  appendix  all  books  illustrating  history 
or  social  life  of  the  country  are  entered  briefly  under  :  I ,  coun- 
try; 2,  period;  3,  date.  Full  subject  index  and  author-title  index 
increases  reference  value. 

Baker.  History  in  fiction,  a  guide  to  the  best  historical  romances, 
sagas,  novels  and  tales.  Vol.  I ,  English  fiction,  vol.  2,  American 
and  foreign  fiction.    Supplements  his  Descriptive  guide. 

Literature  : 

Moulton.  Library  of  literary  criticism  of  English  and  American 
authors.  Each  brief  biographical  account  is  followed  by  con- 
temporary and  later  criticism.  An  index  to  authors  and  to  critics. 


36-338  A  COURSE  OF  STUDY 


Blank  12     Two  mimeographed  sheets,  given  to  each  member 
of  the  class  with  lesson  6. 


List  of  U.  S.  Government  and  New  Jersey  State  and  Newark 
City  publications  which  teachers  find  useful.  Except  where 
noted  these  may  be  had  free. 

U.  S.  PUBLICATIONS 
American  Library  Association  Catalog.    Send  to  Supt.  of  Docu- 
ments.    Price    $1.     Stamps   not   received.    List  of    8000 
best  books  with  notes.    A  valuable  aid  in  book  selection. 

Bureau  of  Education. 

Annual  report.  Send  to  the  Bureau  with  the  indorsement  of 
a  superintendent  of  schools  or  a  congressman.  Of  special 
value  to  teachers  who  wish  to  follow  the  trend  of  educational 
matters.    Send  for  circular  of  information. 

Department  of  Agriculture. 

Year  book.  Popular  articles,  well  illustrated. 
Farmers'  bulletins.  A  list  of  these  may  be  had  from  the 
Department.  Articles  on  gardening,  poultry,  farm  work,  cook- 
ing, etc.  For  example:  Annual  flowering  plants,  no.  195, 
and  The  school  garden,  no.  2  I  8,  by  L.  C.  Corbett;  Primer 
of  forestry,  no.  I  73,  by  Gifford  Pinchot.  Other  publications 
of  the  department  are  :  Arbor  day  ;  its  history  and  observance, 
by  N.  H.  Eggleston ;  Maple  sugar  industry,  Forestry  bulletin 
no.  59.   Ask  Forest  Service  for  a  list  of  its  publications. 

Census  Bureau. 

Statistical  atlas  of  the  U.  S.  12th  Census.  1900.  Shows  by 
means  of  maps  and  diagrams,  in  various  colors,  the  statistics 
of  population,  agriculture,  manufactures.  It  could  be  used 
in  the  study  of  geography.  Free  from  the  Bureau. 

Geological  Survey. 

Topographic  atlas  sheet.   New  York  city  and  vicinity.   Price, 
1  5c.    Folio  of   the  Geologic  atlas  of  the  U.  S.    New  York 
(Blank  continued  p.  39) 


ON  THE  USE  OF  A  LIBRARY  339-39 

(  Continued  from  p.  38  ) 
city.  Price  50c.  These  maps  show  the  immediate  neighbor- 
hood of  Newark.    Useful  in  every  schoolroom. 

U.  S.  Department  of  the  Interior. 

Wall  map  of  the  U.  S.  1907.  Size,  5x7  feet,  mounted  on 
muslin  and  attached  to  roller  ready  for  immediate  use,  price 
$  1 .00.  In  addition  to  .usual  map  features  the  several  acquisi- 
tions of  territory  by  the  government  are  shown.  Send  to  the 
Department. 

NEW  JERSEY  STATE  PUBLICATIONS 

Superintendent  of  Public  Instruction. 

New  Jersey  school  laws.  Revision  of  1903  latest  at  present. 
Prepared  by  the  State  Superintendent  of  Public  Instruction. 
A  compilation  of  the  school  laws  affecting  teachers.  A  neces- 
essary  hand-book  for  all  teachers.  Free. 

State  Board  of  Education. 

Report  of  the  New  Jersey  Board  of  Education.  Annual. 
Each  report  is  a  history  of  the  educational  work  done 
throughout  the  state  for  the  year  and  contains  statistics  of  all 
kinds  relatmg  to  school  work,  reports  from  all  city  and  county 
school  superintendents,  report  of  the  teachers  retirement  fund, 
reports  on  manual  and  industrial  training  in  New  Jersey,  etc. 
It  will  be  sent  to  any  teacher  on  application  to  the  Board. 

New  Jersey  Geological  Survey. 

Annual  reports.  While  these  reports  are  largely  technical 
there  are  always  maps  and  special  articles  which  would  be 
of  great  use  to  anyone  wishing  to  have  a  moderate  knowledge 
of  the  natural  resources  of  New  Jersey.  In  the  latest  report, 
the  one  for  1905,  the  articles  and  illustrations  on  the  New 
Jersey  coast  should  prove  especially  interesting  to  teachers 
and  pupils,  and  equally,  if  not  more  interesting  the  article  by 
Vermule  on  "  Lake  Passauc  considered  as  a  storage  reservoir". 

(  Blank  continued  p.  40) 


40-340  A  COURSE  OF  STUDY 

(  Continued  from  p.  39  ) 
These  reports  are  distributed  free  of  cfiarge  by  the  New 
Jersey  Geological  Survey  to  any  library  or  institution  sending 
for  them  and  remitting  postage.  This  volume  costs  I  2c. 
Final  report  of  the  State  Geologist.  Water  supply,  vol.  3 
and  Physical  Geography,  vol.  4.  Of  the  latter  Professor 
Whitbeck  says: — -"It  is  most  valuable  for  the  teacher's  use. 
It  is  a  veritable  storehouse  of  information  about  the  state. 
Deals  chiefly  with  the  physical  features  of  the  state,  yet  con- 
tains historical  material,  population  tables,  drainage  areas, 
tables  of  elevations,  areas  of  townships,  etc.  Vol.  5,  Glacial 
geology  is  the  best  treatise  of  its  kind  published  by  any  state. 
Especially  valuable  to  teachers  in  northern  counties."  Of  the 
State  maps  no.  1 8,  New  Jersey  map-Geographic,  and 
no.  26  Vicinity  of  Newark  and  Jersey  City  would  be  most 
useful  in  a  Newark  school.  These  are  sold  by  the  State 
Geologist  at  25c  per  sheet. 
New  Jersey  Legislative  Manual. 

A  most  useful  handbook  of  New  Jersey.  Contains  d  short 
history  of  New  Jersey,  the  state  constitution,  short  histories  of 
state  institutions,  a  county  directory,  biographies  of  state 
officers,  terms  of  office  and  salaries  of  state  officials,  and  other 
information. 

NEWARK  CITY  PUBLICATIONS 

Annual  report  of  the  Board  of  Education. 

Apply  to  the  Board.  Includes  the  reports  of  the  city  super- 
intendents and  supervisors,  statistical  tables,  rules  of  the  Board, 
regulations  for  the  schools,  discussions  of  course  of  study,  etc. 
The  report  for  1907  contains  index  to  reports  1903-1907. 

Manual  of  the  Common  Council. 

Apply  to  your  alderman.  1  liis  little  volume  gives  much  use- 
ful information  about  the  city  government,  enumerates  depart- 
ments, officers  and  their  duties,  biographical  sketches,  list  of 
governors  of  New  Jersey. 

The  Free  Public  Library  of  Newark,  New  Jersey. 


ON  THE  USE  OF  A  LIBRARY  34\-4l 


Blank  13.     Mimeographed  sheet  filled  in  by  each  pupil  as 
practice  work  for  lesson  6. 


Lesson  6.     Practice  Work  for  Pupil. 
Practice  in  finding  and  using  some  of  the  reference  books 
discussed  in  class.    In  each  case  write  below  the  question, 
the  3  authorities  consulted,  checking  those  in  which  the  best 
answers  were  found. 

1  Where  do  you   find  a  good    account   of    the    Algonquin 
Indians  ? 

2  What  is  the  7th  Congressional  district  of  New  Jersey  ? 

3  Where  can  you  find  a  good  account  of  the  Battle  of  Mon- 
mouth ? 

4  Where  can  you  find  a  description  of  the  seven  wonders  of 
the  ancient  world  ? 

5  Where  do  you  find  an  account  of  the  Olympic  games  ? 

6  Name  2  books  in  which  you  can  find  "  She  dwelt  among 
the  untrodden  ways". 

What  index  did  you  consult  ? 

7  Mention  2  novels  dealing  with   Cromwell's  time  or  with 
Chivalry. 


Lesson  7 

Book  Selection  and  Book  Buying 

The  lesson  is  to  be  a  study  of  lists  of  books  which  are  useful  to 
teachers.  Those  selected  for  the  class  to  examine  are  of  two  distinct 
kinds :  lists  which  tell  what  are  the  best  books  on  given  subjects,  and 


^2-342  A  COURSE  OF  STUDY 


those  which  are  of  special  assistance  in  buying  books  and  are  called 
trade  lists. 

( a  )  Subject  lisls.  Many  lists  of  books  are  compiled  and  published 
by  libraries  and  other  specialists  for  the  purpose  of  directing  students 
who  may  not  be  familiar  with  the  literature  of  any  subject  to  the  best 
books  on  that  subject.  The  few  lists  which  are  taken  up  in  this  lesson 
can  serve  only  as  typical  examples  from  a  large  field  of  literature.  The 
purpose  is  to  gain  acquaintance  with  the  individual  lists,  to  gain 
familiarity  with  the  form  and  arrangement  of  these  representative  lists, 
and,  to  acquire  a  knowledge  of  the  use  of  such  lists. 

American  Library  Association  catalog.  A  list  of  8000  books  on  all 
subjects  exhibited  at  the  St.  Louis  Exposition,  1 904,  as  a  model 
library.  A  dictionary  list  in  which  books  are  entered  alphabetically 
under  author,  title  and  subject.  Compiled  by  specialists.  The  best 
source  for  the  general  student  who  wishes  to  find  a  few  of  the  best 
books  on  any  subject.  The  date,  price,  publisher,  etc.,  together  with 
a  descriptive  note  are  given  for  each  book.  Price,  $  I .  U.  S.  Supt.  of 
Documents. 

American  Library  Association  booklist.  A  list  of  the  best  current 
books  on  all  subjects  which  brings  the  information  given  in  the  Ameri- 
can Library  Association  catalog  to  date.  Published  monthly,  except 
in  July  and  August.  This  list  is  arranged  by  author  alphabetically,  and 
gives  the  publisher,  date,  price,  etc.,  with  a  descriptive  note.  Subscrip- 
tion price  $1  per  year.    34  Newbury  St.  Boston,  Mass. 

Cumulative  book  review  digest.  Critical  reviews  of  current  books. 
Monthly.  H.  W.  Wilson,  Minneapolis.  Subscription,  $5.  Cumulation 
quarterly  and  yearly.  Arranged  alphabetically  by  author.  Gives 
author,  title,  price,  publisher,  references  to  reviews  of  the  book  and 
quotations  from  the  reviews. 

New  international  encyclopedia.  One  of  the  best  general  encyclo- 
pedias. At  the  end  of  each  article  is  a  list  of  the  best  books  on  the  subject 

An  annual  list  of  the  best  books  and  shorter  articles  on  educational 
topics  has  been  published  in  the  Educational  review  since  1 899, 
and  is  now  published  by  the  U.  S.  Commissioner  of  Education  as  a 
separate  pamphlet. 

The  Pedagogical  seminary,  edited  by  G.  Stanley  Hall  and  published 


ON  THE  USE  OF  A  LIBRARY  343-43 

in  Worcester,  has  printed  annually  a  list  of  references  on  child  study. 

Syllabus  of  lectures  on  the  history  of  education  with  selected 
bibliographies  and  suggested  readings,  by  E.  P.  Cubberley.  These 
carefully  selected  lists  of  books  are  most  useful  to  the  students  of  ed- 
ucation. 

Almost  any  good  book  on  a  given  subject  and  especially  books  on 
the  teaching  of  special  subjects  give  notes  and  lists  of  other  good  books 
on  the  same  subjects.  Examine  for  instance  any  one  of  C.  A.  McMur- 
ry's  Special  methods,  or,  see  in  Swift's  Brook  Farm  the  complete  list 
of  references  to  that  movement. 

Vertical  file  of  subject  lists.  Brief  lists  of  books  which  have 
appeared  on  separate  sheets  or  in  pamphlet  form  are  kept  in  the 
library  in  folders  and  are  arranged  alphabetically  by  subject.  These 
foldeis  are  9  1-2x11  1-2  inches,  the  front  half  being  9x11  1-2 
inches.  The  extra  1-2  inch  on  the  back  fold  gives  a  place  for  the 
name  of  the  topic  in  the  folder.  The  folders  stand  on  end  in  cabinet 
drawers  where  they  may  easily  be  consulted.  For  instance  in  the  folder 
marked  "Novels"  is  such  a  list  as  A  thousand  of  the  best  novels,  com- 
piled by  the  Newark  library  as  a  basis  lor  the  selection  and  purchase 
of  novels.  The  list  is  a  useful  guide  in  a  general  survey  of  the  novel. 
In  the  folder  "  N  iture  study"  is  such  a  list  as  that  compiled  for 
Brooklyn  teachers  by  Miss  Miriam  Draper  of  the  Children's  Museum. 

(  b  )  Trade  lists.  Lists  of  books  issued  by  publishers  and  their  agents 
differ  from  the  lists  just  examined  in  being  generally  more  inclusive  and 
in  giving  more  information  about  prices,  editions,  etc.,  facts  useful  to 
the  person  who  is  buying  books.  Do  not  use  a  publisher's  catalog 
as  an  aid  in  the  selection  of  best  books  on  any  subject. 

Some  of  the  subject  lists  mentioned,  as  for  instance  the  American 
Library  Association  Catalog  may  be  used  also  for  trade  information, 
for  under  each  book  title  is  given  the  date,  price  and  publisher. 

Each  publisher  issues  his  own  lists  from  time  to  time,  then  in  addi- 
tion to  this  all  publishers  combine  their  books  in  one  general  list  which 
is  more  convenient  for  quick  consultation.  The  principal  lists  of  this 
kind  are  the  U.  S.  Catalog  of  books  in  print,  the  Publishers  trade  list 
(  Text  continued  on  p.  44  ) 


^^.344  A  COURSE  OF  STUDY 

Blank  1 3     Mimeographed  sheet  given  each  pupil  to  (ill  in  a« 
practice  work  for  lesson  7. 


Lesson  7.     Practice  Work  for  Pupil. 

1  Name  three  histories  of  education  recommended   by  the 
American  Library  Association  catalog. 
Does  the   New  international  encyclopedia  recommend  the 
same  books  ? 

2  Give  the  author  and  title  of  2  children's  books  which  a 
recent  number  of  the  American  Library  Association  book- 
list recommends  for  first  purchase. 

What  number  of  the  Booklist  did  you  use?   Give  the  month. 

3  In  what  magazine  would  you  find  a  favorable  review  of 
G,  Stanley  Hall's  latest  book  ? 

4  Name  one  life  of  Pestalozzi  which  Cubberley  recommends. 

5  Give  the  number  of  school  editions  of  Hiawatha  which  you 
find  are  in  print  at  the  present  time. 
Mention  the  publisher  and  price  of  the  most  expensive. 
Mention  the  publisher  and  price  of  the  most  inexpensive. 

(  Continued  from  p.  43  ) 
annual,  and  for  current  publications,  the  Publishers'  weekly.    Publishers 
in  foreign  countries   issue  similar  lists.    See   the   English   catalog  for 
English  books,  etc. 

A  special  educational  number  of  the  Publishers'  weekly  is  issued 
annually  in  July.  It  is  an  author  and  classed  list  of  all  text  books  and 
other  educational  books  in  print. 

Note  to  teacher.  Show  all  lists  when  describing  them. 

The  list  of  aids  to  book  selection  and  book  buying,  beginning  with 
the  American  Library  Association    catalog   on    p.  42    and   running 


ON  THE  USE  OF  A  LIBRARY  345-45 

through  the  educational  number  of  the  Publishers  weekly,  are  repro- 
duced in  mimeographed  sheets  as  Blank  I  4  and  given  to  each  pupil 
with  this  lesson.  Since  this  Blank  1  4  is  printed  as  the  teacher's  out- 
line it  is  not  reproduced  in  blank  form. 

The  practice  work  of  this  and  the  following  lessons  consists  in  mak- 
ing use  of  these  lists  in  selecting  the  best  books  on  a  given  topic. 

Tell  the  class  that  each  member  is  to  come  to  the  next  lesson  pre- 
pared with  a  special  topic  connected  with  school  work  which  she  is  to 
investigate.  Ask  each  to  select  a  topic  which  deals  with  school  man- 
agement, method,  etc.,  which  will  involve  the  use  of  a  teacher's  pro- 
fessional library.  Some  subjects  to  suggest  are :  Manual  training. 
Playgrounds,  Geography  teaching,  Student  government,  Reading 
methods,  Kindergarten,  Kitchen-gardening,  Folk  dancing.  Physical 
training  in  schools,  Children's  reading. 

Lesson  8 
Investigating  a  Subject  in  a  Library 

In  previous  lessons,  the  class  has  examined  and  had  practice  in  using 
certain  groups  of  books  and  other  library  aids,  as  for  instance  in  one 
lesson,  the  catalog,  at  another  time  magazine  indexes,  at  another  refer- 
ence books  and  lists  of  good  books. 

This  lesson  is  to  combine  the  use  of  all  the  material  studied  up  to 
this  point.  Each  pupil  is  to  take  the  topic  she  has  selected  according  to 
instructions  in  lesson  7  and   look  up  references  to  it  in   any  books, 
magazines  or  other  sources  from  which  she  may  get  information.  The 
object  of  the  lesson  is  to  gain  speed   and   accuracy  in  searching  for  a 
topic  in  all  the  sources,  and   to   have  practice  in   making  a  uniform 
record  of  the  references  found. 
(  a  )   Usual  sources  for  material  on  any  subject. 
I    Most  general  books  of  reference,  as  encyclopedias,  gazeteers,  year 
books,  encyclopedias  of  special  subjects,  such  as  biography.  2   Whole 
books  on  the  subject.   3  Chapters  or  parts  of  books.  4  Magazines. 
(  b  )    The  most  direct  method  of  getting  this  information. 
1      General  reference  books.    Go  to  the  most  general  books  to  locate 
the  subject.    For  instance  ;  if  an  unknown  name  go  to  a  dictionary  of 


^6-346  A  COURSE  OF  STUDY 

names  to  Bnd  to  what   country  and  period  the  name  belongs,  etc. 

2  Whole  books  on  the  subject.  To  find  the  names  of  good  books 
on  the  subject,  consult  the  library  catalog,  the  American  Library  Asso- 
ciation catalog,  the  list  of  books  at  the  end  of  the  article  on  the  given 
subject  in  the  New  international  encyclopedia,  special  lists  in  the  verti- 
cal file  of  subject  lists,  etc. 

3  Parts  of  books.  Comprehensive  books  treating  broad  subjects,  or 
a  variety  of  subjects  of  course  contain  sections  or  chapters  on  specific 
topics.  Such  portions  of  books  must  be  taken  into  consideration  and 
must  be  consulted  in  making  a  thorough  review  of  any  subject.  It  is 
taken  for  granted  that  the  student  looking  up  the  subject  Attention 
would  know  that  in  addition  to  whole  books  on  the  subject  he  would 
find  a  chapter  on  Attention  in  almost  any  good  psychology.  Sometimes 
however  it  is  not  easy  to  know  in  just  what  book  of  essays  one  might 
find  a  very  good  article  on  Attention. 

For  such  cases  certain  indexes  have  been  made  to  help  the  student. 
One  of  the  best  of  these  is  the  Index  to  general  literature  published 
by  the  American  Library  Association.  This  index  gives  references  by 
subject  to  essays,  papers,  monographs  and  other  parts  of  books  of 
sufficient  value.    The  entry  in  the  index  is  in  this  form : 

Attention  —  concentrated,  Difficulty   of,  Helps.    Brevia. 
The  full  names  of  the  books  indexed  are  listed  at  the  end  of  the  vol- 
ume.   This  index  published  in  1 90  1  is  supplemented  each  year  by  the 
Annual  library  index  which  was  used  in  lesson  5. 

4  Magazine  articles.  Magazines  contain  a  great  deal  of  the  most 
valuable  material  on  all  subjects.  The  class  is  already  familiar  with 
the  indexes  which  refer  immediately  to  the  topic  desired. 

(  c  )  Method  of  recording  references  found.  The  work  of  this  lesson 
is  not  to  record  an  account  of  the  material  itself  but  to  note  references 
showing  where  the  best  material  on  the  subject  is  to  be  found.  Such 
a  record  is  useful  for  purposes  of  continued  study.  The  notes  are  to 
be  uniform  in  arrangement  and  on  slips  of  paper  of  uniform  size,  so 
that  if  the  study  of  this  subject  should  be  continued  the  additional 
notes  may  be  dropped  in  the  file  of  slips  in  alphabetic  or  other  regu- 
lar order. 

I  (  Text  continued  on  p.  47) 


ON  THE  USE  OF  A  LIBRARY 


3A1.47 


Blank  16     Mimeographed  sheet  given  each  pupil  to  direct  the 
practice  work  for  lesson  8. 


Lesson  8.  Practice  Work  for  Pupil. 
Make  a  simple  bibliography  or  list.  Do  not  take  notes  on 
the  subject  matter  found.  Simply  note  carefully  on  slips  of  paper 
a  few  references  to  places  where  material  could  be  found.  Put 
one  reference  on  each  slip.  Number  your  slips  to  correspond 
with  the  points  covered  on  this  sheet.  When  you  have  com- 
pleted the  work,  clip  slips  in  alphabetic  order  to  this  sheet. 

1  On  first  slip  write  subject  selected. 

2  General  reference   books  —  mention  not   more  than  two, 
giving  title,  volume  and   page  on  which  each  article  is  found. 

3  Whole  books  on  the  subject.   Mention  two.  Consult  library 
catalog,  A.  L.  A.  catalog.  New  international  encyclopedia,  etc. 

4  Two  short  articles,  not  in  magaxines,  or  chapters  of  books. 
See  the  Index  to  general  literature  and  Annual  library  index. 

5  Two  magazine  articles. 


(  Continued  from  p.  46  ) 
Note  to  teacher.  Place  on  blackboard  the  following  forms  to  be 

copied  on  slips  of  paper,  size  3x5  inches,  and  mounted  in  note  books. 

Suppose  the  subject  to  be  investigated  is  School  gardens. 
Form  of  entry  for  a  whole  book : 
Hemenway,  H.  D. 

How  to  make  school  gardens. 
Doubleday.     1903 
Form  of  entry  for  part  of  a  book : 
Parsons,  Mrs.  F.  T. 

Plants  and  their  children 

pp.  79-89 

Form  of  entry  for  a  magazine  article  : 
Brown,  N.  G. 

School  gardens.    Primary 
Education,  Je.  '08  pp.  65-67 


48-348  A  COURSE  OF  STUDY 


Lesson  9 
Children's  Books  and  Reading 

The  school  teaches  how  to  read  and  so  far  as  time  and  the  course 
allow,  what  to  read.  The  children  must  go  further.  They  therefore 
use  the  school  library  or  go  to  the  public  library  for  books  which  are 
not  supplied  in  their  class-rooms. 

To  the  teacher  as  to  no  one  else  comes  the  psychological  moment 
for  bringing  the  right  book  to  the  right  child.  The  teacher  who  is 
unable  to  do  this  fails  in  one  of  the  most  important  duties  of  her  pro- 
fession. A  far  sighted  teacher  sees  that  by  encouraging  the  reading 
habit  she  not  only  gives  the  child  greater  opportunities  for  self 
cultivation  but  also  makes  of  him  a  more  apt  pupil. 

F.  M.  McMurry  says,  "  Without  doubt  there  is  a  most  favorable 
period  in  every  child's  life  for  the  reading  of  each  book.  If  offered  to 
him  at  just  the  right  age,  it  appeals  to  his  nature  with  peculiar  power 
even  to  the  extent  of  setting  him  on  fire ;  if  offered  at  any  other,  it  may 
prove  interesting,  but  it  fails  to  become  such  a  potent  factor  in  his  life. 
There  would  be  wonderful  economy  of  effort  it  the  books  selected  for 
children  were  always  given  them  at  this  favorable  time ". 
(a)  Selection  of  children's  books.  Granted  the  necessity  of  read- 
ing for  children,  the  question  then  arises  as  to  how  the  teacher,  a  busy 
person,  is  to  know  what  books  to  recommend  to  children. 

The  most  delightful  and  the  only  satisfactory  way  to  know  children's 
books  is  to  read  them.  Knowing  her  pupils  as  she  does,  the  teacher 
can  then  fit  the  book  to  the  individual  child. 

If  a  teacher  from  lack  of  opportunity  or  for  some  other  reason  has 
in  her  own  school  days  missed  some  of  the  best  of  children's  literature 
and  now  in  her  professional  life  finds  it  difficult  to  take  the  time  for 
such  reading,  she  should  ask  for  help.  She  can  get  it  from  the  books 
of  such  educators  as  G.  Stanley  Hall,  C.  A.  McMurry  and  Charles 
Welsh,  whose  books  are  in  the  school  department  room  for  consultation 
at  any  time. 


ON  THE  USE  OF  A  LIBRARY  349-49 

A  teacher  must  not  hesitate  to  ask  help  from  library  attendants  who 
have  made  it  their  business  to  give  expert  advice  about  children's  books. 

Printed  aids,  graded  and  other  lists  of  children's  books  are  published 
by  libraries.     Note  to  teacher.     Distribute  list  of  these.    Blank  I  7. 

Show  each  list  mentioned.  Bring  out  the  important  points  in  each. 
Ask  class  to  examine  these.  Explain  use  of  model  library  in  school 
department  consisting  of  from  four  to  five  hundred  of  the  best  of 
children's  books  always  on  reference  there. 

(b  )  Good  and  bad  qualities  in  children's  bool^s.  Since  we  find  it 
is  the  business  of  teachers  and  librarians  to  furnish  the  right  reading  for 
children,  let  us  come  to  an  understanding  as  to  what  qualities  we  shall 
demand  in  books  written  for  them.  We  must  be  critical,  for  although 
our  literature  holds  vast  treasures  for  children,  we  are  confronted  by  a 
host  of  writers  and  publishers  who  put  on  the  market  many  worthless 
books  because  they  will  sell. 

Books  must  be  wholesome  in  tone,  written  in  good  English,  with  due 
respect  to  both  style  and  language  and  must  offer  enough  beauty, 
enjoyment  or  information  to  be  worth  while.  Read  selections  which 
illustrate  this  negatively  and  positively.  For  example :  Ostrander's 
White  Indians  and  Mrs.  Ewing's  Mary's  meadow,  etc.  etc. 

Books  must  uphold  certain  virtuous  qualities.  Honesty  must  appear 
natural  and  valuable,  not  merely  as  a  safeguard  from  detection,  as  in 
Ragged  Dick  stories.  Simple  fulfillment  of  duty  should  not  be  made  an 
act  of  moral  courage.  An  illustration :  stress  laid  on  the  honesty  of  the 
youth  who  returns  to  its  rightful  owner  the  purse  which  he  has  found. 

There  must  be  self-sacrifice  and  benevolence,  courage,  kindness 
without  self-consciousness  or  expectation  of  reward.  A  good  illustra- 
tion of  this  is  the  story  of  the  Minor  Canon  and  the  Good  Griffin  in 
Stockton's  Fanciful  tales.  Contrast  with  this  Alger  books  in  which  the 
hero  is  frequently  rewarded  by  a  ten  dollar  bill.  To  illustrate  courage 
take  hero  tales,  the  Iliad  and  Odyssey  in  good  translations,  heroes 
in  history,  etc. 

Work  must  appear  honorable.  Example :  Christmas  truants  in  Fanci- 
ful tales. 
Some  of  the  qualities  to  be  avoided  are : 


50-350  A  COURSE  OF  STUDY 

Poor  English  and  inaccuracies ; 

The  melodramatic  as  in  i  aggart,  Doctor's  little  girl; 

Youth  keener  than  elders  and  correcting  elders,  as  in  Buster  Brown 

and  Little  Lord  Fauntleroy; 
Martyrizing  self,  self  consciousness  and  morbidity,  as  in  Elsie  books; 
Beauty  a  necessary  qualification  of  the  heroine,  as  in  Lady  Jane; 
The  poor  virtuous,  the  rich  wicked  which  is  in  general  untrue  to  life ; 
snobbishness ;  commercialism,  money  worship ;  the  essentially  up  to 
date.  Books  which  are  very  evidently  written  down  to  children  as  for 
instance  are  many  of  the  poorer  nature  study  books. 

Note  to  teacher.  Read  as  many  illustrations  as  possible  of  all 

points. 

Herbart  says :  It  is  forgotten  that  everyone,  the  child  included, 
selects  what  suits  him  from  what  he  reads,  and  judges  the  writing  as 
well  as  the  writer  after  his  own  fashion.  .  .  .  give  them  an  interesting 
story,  rich  in  incidents,  relationships,  characters,  strictly  in  accordance 
with  psychological  truth  and  not  beyond  the  feelings  and  ideas  of 
children  ;  make  no  effort  to  depict  the  worst  or  the  best,  only  let  a  faint 
half-unconscious  moral  tact  secure  that  the  interest  of  the  action  tends 
always  from  the  bad  towards  the  good,  the  just,  the  right,  then  you  will 
see  how  the  child's  attention  is  fixed  upon  it,  how  it  seeks  lo  discover 
the  truth  and  think  over  all  sides  of  the  matter,  how  ihe  many-sided 
material  calls  forth  a  many-sided  judgment,  how  the  charm  of  change 
ends  in  preference  for  the  best,  so  that  the  boy,  who  perhaps  feels 
himself  a  step  or  two  higher  in  moral  judgment  than  the  hero  or  the 
author,  will  cling  to  his  view  with  inner  self-approbation,  and  so  guard 
himself  from  a  coarseness  he  already  feels  beneath  him.  The  story 
must  have  one  more  characteristic,  if  its  effect  is  to  be  lasting  and 
emphatic,  it  must  carry  on  its  face  the  strongest  and  clearest  stamp  of 
human  greatness,  f'  or  a  boy  distinguishes  the  common  and  ordinary 
from  the  praiseworthy  as  well  as  we ;  he  even  has  this  distinction 
more  at  heart  than  we  have,  for  he  does  not  like  to  feel  himself  small ; 
he  wishes  to  be  a  man.  The  whole  look  of  a  well-trained  boy  is 
directed  above  himself,  and  when  eight  years  old  his  entire  line  of 
vision  extends  beyond  all  histories  of  children.  Present  to  the  boy, 
therefore,  such  men  as  he  himself  would  like  to  be." 


ON  THE  USE  OF  A  LIBRARY  35\-5l 

(c)   The  means  of  getting  books  for  children. 

1  The  library  belonging  to  the  school. 

2  The  public  library  which  the  teacher  makes  available  to  a  child 
by  signing  an  application  blank  for  a  library  card.  These  blanks  are 
supplied  to  teachers  on  request.  The  teacher's  signature  does  not 
make  her  financially  responsible  for  loss  or  damage  of  books.  It  shows 
that  she  recommends  the  child  as  trustworthy. 

3  Books  in  the  school  room. 

( d  )  What  is  meant  by  a  school-room  library.  By  a  school-room 
library,  is  meant  a  collection  of  from  25  to  40  volumes  in  a  book 
case  which  is  lent  to  the  teacher  for  a  term,  or  for  a  longer  period, 
to  be  kept  in  her  class  room.  A  teacher  who  borrows  one  of  these 
collections  makes  such  use  of  it  as  she  sees  fit.  She  may  lend  the 
books  to  her  pupils  to  take  home,  or  use  them  only  in  the  school  room. 
They  may  be  books  suitable  for  home  reading  or  books  chiefly  for  use 
in  connection  with  studies.  All  or  any  of  the  books  may  be  changed 
from  time  to  time  if  so  desired.  A  teacher  is  responsible  for  the  books 
to  the  same  extent  to  which  she  is  responsible  for  the  text  books  used 
in  her  room  and  no  more.  At  present  our  collections  are  suitable  for 
grades  3  to  8.  Note  to  teacher.  Show  a  school  library  as  it  looks 
in  a  school  room. 

(e)  Why  a  school  library  is  a  good  thing  for  a  teacher  to  have. 

I  Books  chosen  wath  reference  to  age  and  ability  of  pupils  are  the 
means  of  forming  a  taste  for  good  literature. 

2  Teaches  children  the  use  of  books. 

3  Such  a  library  is  at  hand  for  immediate  use  in  connection  with 
lessons. 

4  All  pupils  become  readers  if  the  teacher  is  skillful  and  tactful,  for 
children  at  this  period  are  strongly  under  the  influence  of  the  teacher. 

5  General  intelligence  and  interest  are  shown  in  the  work  of  children 
who  read. 

(f)  How  the  library  is  selected. 

1      Selection  is  made  by  the  teacher.    If  she  desires  help  in  the  choice 

of  books  she  uses  the  graded  list  of  books  made  by  the  library  for  the 

(  Text  continued  on  p.  53  ) 


52-352 A  COURSE  OF  STUDY 

Blank  1 7     Mimeographed  sheet  distributed  freely  to  teachers 
and  others,  one  copy  given  to  each  pupil  with  lesson  9. 

Aids  to  the  Selection  of  Children's  Books 
Catalogue  of  approved  books  for  New  Jersey  public  school 
libraries.  Department  of  Public  instruction,  Trenton,  N.J.  Free. 
Graded  I  st  to  8th  year  inclusive.  Author  and  title  index. 
Books  for  boys  and  girls.  Newark,  N.J.  Free  Public  Library. 
1 906.  Price  5  cents,  paper.  Free  to  Newark  Teachers.  An 
alphabetical  author  list  of  1 686  recommended  books  for  young 
people. 

Books  for  boys  and  girls.  Caroline  M.  Hewins,  Librarian,  Hart- 
ford Public  Library.  1 904.  Price  I  5  cents,  paper.  Carefully 
annotated  and  well  classified. 

Books  for  boys  and  girls.  Brooklyn  Public  Library.  1904. 
Free.  A  classified  list,  not  intended  for  children.  Books  which 
should  be  given  first  choice  are  marked  with  a  star.  "  Easy 
books "  for  the  first  3  school  years  are  indicated  by  "  C ". 
Class-room  libraries  for  public  schools.  Buffalo  Public  Library. 
1909.  Price  25  cents  plus  postage,  paper.  A  graded  list  and 
subject  classification,  with  an  author  and  title  index. 
Catalogue  of  books  in  the  children's  department.  Pittsburg, 
Penn.  Carnegie  Library.  1909.  Price  75  cents,  post  paid 
$  1 ,  paper.  An  author  list  followed  by  full  subject  index  not 
only  to  whole  books  but  to  parts  of  books,  and  a  title  list. 
List  of  books  for  school  libraries ;  Part  1 .  Books  for  elementary 
schools  Grades  I  -  8.  Oregon  Library  Commission,  State  House, 
Salem,  Oregon.  1906.  Price  25  cents.  An  annotated  list 
grouped  by  subject,  with  author  index.  Helpful  suggestions  to 
teachers  in  selection  of  books  and  management  of  libraries. 

Special  methods  in  primary  reading.    C.  A.  McMurry.    N.  Y. 
Macmillan.    Price  60  cents.  Includes  lists  of  books  for  children 
in  the  first,  second  and  third  grades  and  books  for  teachers. 
Special  methods  in  the  reading  of  complete  English  classics  in 
I  (  Blank  continued  on  p.  53  ) 


ON  THE  USE  OF  A  LIBRARY  353-53 


(Blank  continued  from  p.  52) 
the  grades  of  common  school.  C.  A.  McMurry,  N.  Y.  Mac- 
millan.  Price  75  cents.  Includes  lists  of  books  with  brief  notes, 
graded  from  fourth  to  eighth  grades.  With  each  grade  are 
given:  books  for  regular  reading  lessons;  supplementary  and 
reference  books ;  teachers'  books. 

Literary  land  marks:  a  guide  to  good  reading  for  young  people. 
M.  E.  Burt.  Boston.  Houghton,  Mifflin  &  Co.  Price  75 
cents.  An  excellent  little  book.  Gives  suggestions  for  profitable 
use  of  books  in  the  class  room.  Includes  a  list  of  books  men- 
tioned in  the  text. 

Free  Public  Library  of  Newark,  N.  J. 

{Continued from  p.  5 1  ) 
use  of  Newark  schools.  She  also  examines  the  model  library  of 
children's  books  in  the  school  department  room.  This  collection  is 
made  up  of  four  or  five  hundred  of  the  best  examples  of  children's 
literature.  If  the  teacher  does  not  wish  to  make  the  selection  the 
library  does  it  for  her. 

2  To  follow  the  course  of  study  with  books  which  shall  supplement 
text  books. 

3  To  include  books  adapted  to  ages  of  children. 

4  To  cover  a  variety  of  subjects ;  good  stories,  history,  biography, 
travel,  poetry,  etc. 

(  g  )  How  the  library  is  introduced  to  the  children. 

1  Note  to  teacher.  With  sample  library  before  class  show  how 
books  are  charged  and  cared  for  by  teacher. 

2  Story  telling  from  the  books. 

3  Selections  read  from  the  books. 

4  Willingness  on  the  part  of  the  teacher  to  lend  books  every  day  or 
frequently. 

5  Careful  selection  and  interest  in  giving  the  right  book  to  each 
child. 

6  Books  not  used  as  a  reward  of  merit. 

Read  before  the  next  lesson  Suggestions  on  the  use  of  the  School 
library.    Oregon  Library  Commission,  School  circular  No.  2. 


5^-354  A  COURSE  OF  STUDY 

Note  to  teacher.  Ask  class  at  the  beginning  of  the  lesson  to 
write  a  list,  giving  titles  and  authors,  of  the  ten  best  books  which  they 
would  recommend  to  children  of  primary  or  grammar  school  age. 
These  lists  are  a  help  to  the  teacher  in  showing  what  knowledge  the 
class  has  of  children's  literature. 

The  practice  work  accompanying  these  lessons  on  children's  books 
and  their  use  consists  in  reading  certain  children's  books  and  writing 
notes  about  them.  See  lessons  1  0  and  I  i ,  also  the  last  paragraph  in 
lesson  2.  The  class  is  also  required  to  do  two  hours  of  laboratory 
work  in  the  school  department  and  children's  room.  See  note  to 
teacher  at  the  end  of  lesson  2. 


Lessons  10  and  1  1 
Discussion  of  a  few  typical  Children's  Books 

Note  to  teacher.  Eight  groups  of  children's  books,  Blank  1  8, 
each  containing  5  books  on  a  subject,  have  been  listed  and  posted  for 
the  class  to  read  or  examine,  and  for  class  discussion.  See  last  note  to 
teacher,  lesson  2.  Each  pupil  is  required  to  read  or  examine  one  book 
in  each  group  and  to  fill  in  a  book  note.  Figs  9  and  1 0,  for  each  of  the 
8  books.  Of  these  8  books  read  or  examined,  4  must  be  read  and 
so  indicated  on  the  book  note.  Pupils  are  to  fill  in  book  notes  for  the 
books  examined  as  well  as  for  those  read  so  that  they  may  have  prac- 
tice in  judging  something  of  the  value  and  contents  of  a  book  on  brief 
examination.  All  book  notes  are  due  at  the  hour  during  which  the 
discussion  of  the  given  groups  takes  place. 

Each  pupil  has  had  one  book  assigned  to  her  which  she  discusses 
before  the  class.  This  discussion  is  made  an  exercise  in  presenting  the 
given  book  as  if  to  others,  especially  children,  who  have  not  read  the 
book  and  who  are  to  be  attracted  to  read  it. 

The  purpose  of  this  and  the  following  lesson,  brief  as  they  are,  is 
to  cultivate  the  power  of  distinguishing  good  books  from  poor,  to  gain 
familiarity  with  individual  books  and  to  arouse  some  interest  in  reading 
and  knowing  children's  literature. 

Certain  questions  which  should  be  raised  in  passing  judgment  on 


ON  THE  USE  OF  A  LIBRARY 


355-55 


ble?   (-iX^    li  ihepopti  good?    ^fH^ 


children's  books  have  been  suggested  here  simply  as  points  of  depart- 
ure. After  the  teacher  has  shown  the  cLtss  to  what  test  questions, 
books  in  the  fust  group,  elementary  science,  should  be  subjected,  indi- 
vidual books,  pre- 
viously assigned  to 
members  of  the 
class  are  discussed 
b  y  t  he  m.  The 
other  groups  of 
books  are  taken  up 
in  the  same  way. 
It  is  a  help  to 
pupils  if  the  test 
questions  are  post- 
ed on  the  bulletin 
board  from  the 
time  the  first  assignment  of  books  is  made,  or  if  mimeographed  copies 
are  made  and  distributed  to  each  pupil.  These  serve  as  a  guide  in 
writing  the  book  notes  and  in  the  discussion  which  follows. 
(a)  Elementary  science. 
1      Has  the  mate- 


Author  „L.-txaa3jiiA'L>6,  ^.nL. 

Title dp^LoajeuL    CLnnud    tM^JL     (^>Cuu^.f7ji^  . 

For  what  age  ?/  I-  I^Will  the  book  interest  boys  especially,  or  girls  or  both  ? 

li  the  type  large  enough  ?    7^**^     '* ''  '^8' 

Is  the  binding  attractive  >       LJJL^  Is  it  too  ornate  >  /Lo 

Are  the  illustrations  colored  >    flo  Are  they  good,  poor,  or  only  fair  ? 

Is  It  written  in  good  and  simple  English  ?    J^*^ 

|[  a  story,  is  it  of   adventure,  war,  sea.  Indians,  camping,  school,  historical 

characters,  home  life,  city,  country,  fairies  ? 

Is  it  wholesome,  perniuous,  sentimental,  exaggerated,  stiinid   ^pifresting  > 

If  not  a  story,  would  it  interest  children  and  do  you  think  it  accurate  } 


Fig  9.  Printed  book  note  card  filled  in  by  each 
pupil  for  every  book  read  or  examined  for  lessons 
10  and  11.     Size  3x5. 


rial  been  wise- 
ly selected  and 
would  it  inter- 
est children  ? 
Do  you  think 
it  accurate; 
has  the  author 
observed  the 
facts  himself ; 
has  he  de- 
pended on  the 


Is  it  better  than  any  other  book  on  the  subject  it  treats  ?    ^^LJI^ 

If  it  is  a  "classic",  is  it  retold,  adapted,  abridged,  or  translated  '> 

If  not  the  original  text  of  a  clauic  docs  it  reproduce  the  spirit  of  the  original  ? 

WotJd  you  include  it  in  a  library  of  1 ,000  boob  for  a  school  ?    tot^ 

Indicate  yotu  opinion  by  underlining 

Note,  A**^  id-TO.  »jP  tn-oXcvM^  ■>-  CW«  Ca«v&u,a  tf<xy^ 

LaM,  duyi~Jlr?jub  nr-v  0u|4^a4.a.n_a.nrvcx.,e£v<i/»vjije  pJiajeJUa 


fia-ef/LO^ u-pu>r\.  Z(\£  Kiv<n    ^S\jayvv\Sik.      Signature. 


TheFi 


irk.  N.  J. 


Fig  10     Reverse  of   book   note   card.    Showing 
pupils  brief  summary  of  the  contents  of  the  book. 


researches  of  scientists  ? 

3  Would  reading  the  book  excite  an  interest  in  children  to  investi- 
gate for  themselves  ? 

4  Is  the  language  simple,  the  style  clear  and  suitably  dignified,  free 


56-356  A  COURSE  OF  STUDY 

from  sentimentality  and  from  being  written  down  to  children  ? 
Examples  of  good  form:  Burrough's  Birds  and  bees,  Patterson's 
Spinner  family. 

(  b  )  Useful  arts. 

1  Does  the  author  seem  to  have  had  practical  experience  in  doing 
that  which  he  describes  ? 

2  Are  the  explanations  so  clear  that  a  child  could  do  the  work  de- 
scribed without  other  help  ? 

3  Does  the  book  simply  tell  how  to  do  things  or  does  it  in  addition 
explain  why  ? 

4  Are  there  diagrams  and  plans  as  well  as  other  illustrations  and  are 
these  clear  ? 

(c)  Biography. 

1  Has  the  material  been  wisely  selected  and  would  it  interest 
children  ? 

2  Do  you  think  the  statements  of  fact  accurate  and  do  they  give  a 
true  and  well  proportioned  picture  of  the  person  ? 

3  Would  a  child  get  a  clear  idea  of  the  person  as  related  to  the 
times  in  which  he  lived  ? 

4  Is  the  whole  treatment  free  from  bias  but  sympathetic  ? 

(  d  )  History  and  historical  tales. 

1  Does  the  book  give  a  clear  outline  of  affairs  as  they  occurred  and 
does  it  relate  to  this  outline  great  men  and  great  events  in  proper 
proportions  ? 

2  Is  it  supplied  with  sufficient  illustrations,  maps,  tables,  index  ?     • 

(  e  )   Travel  and  description. 

1  Has  the  author  seen  the  country  and  adequately  studied  its  man- 
ners and  customs  or  if  not  has  he  gained  his  information  from 
reliable  sources  ? 

2  Has  the  author  the  power  of  describing  the  country  and  its  people 
with  sympathetic  insight  ? 

3  Are  the  illustrations  suitable  and  good  ?    Are  there  maps  ? 

4  Has  it  an  index  ? 

(  Text  continued  on  p.  59) 


ON  THE  USE  OF  A  LIBRARY  357-57 


Blank  18  Two  typewritten  sheets  posted  on  bulletin  boud  after 
lesson  2  to  show  books  to  be  read  and  examined  for  lessons  10  and 
1 1,  and  also  to  show  assignments  of  special  books  to  individuals 
for  discussion  in  class. 


Normal  School  Book  Selection 

Course 

Junior  B  1  Class 

Each  pupil  is  to  read  or  examine  one  book  from 

each  group. 

At  least  four  of  these  must  be  read.    For 

each  b 

ook  read  or 

examined  a  brief  note  of  criticism  or  description  is 

to  be  made. 

The  School  department  provides  slips  for 

this  purpose. 

Groups  1  -4  will  be  discussed  in  class 

Junior 

B  I  Dec.  2 

Groups  5-8  will  be  discussed  in  class 

Junior 

B  1  Dec.  9 

Elementary  science 

Star-land.    Ball.    Miss  Allen 

Spinner  Family.    Patterson 

Primer  of  forestry.    Pinchot.    Miss  Crawford 

Seed  babies.     Morley.    Miss  Decker 

Good  Health.    Jewett.    Miss  Smith 


Biography 

Historic  girls.    Brooks.    Miss  Yallowley 

George  Washington.    Scudder.    Miss  Dimmick 

Magellan.    Towle.    Miss  Brown 

True  Story  of  George  Washington.    Brooks 

Four  American  inventors.    Miss  Dunn 

Travel  and  description 

Hans  Brinker.    Dodge.    Miss  Glutting 

Wild  life  under  the  equator.    DuChaillu.    Miss  Dyer 

Our  little  Japanese  cousin.    Wade 

Child  life  in  Japan.    Ayrton.    Miss  Eddowes 

Switzerland.    Finnemore.    Miss  Hall 

(Blank  continued  p.  38) 


55-358  A  COURSE  OF  STUDY 

j  (Continued  from  p.  57) 

4      History  and  historic  tales 

Men  of  iron.    Pyle.    Miss  Heislitz 

Boy  emigrants.    Brooks.    Miss  Hemming 

Our  country's  story.     I  appan 

Stories  of  New  Jersey.    Stockton.    Miss  Judge 

Prince  and  the  pauper.     Twain.    Miss  Rowe 

>     Classics  retold  for  children 

Stories  of  the  old  world.    Church.    Miss  Kingston 
Our  young  folk's  Plutarch.    Kaufman.    Miss  Nicot 
In  the  days  of  giants.    Brown 
Old  Greek  folk  stories.    Peabody 

Tales  of  the  Canterbury  pilgrims    retold    from   Chaucer. 
Darton.    Miss  McNicoll 

)     Useful  arts 

Boy's  book  of  inventions.    Baker 

American  girl's  handybook.    Beard.     Miss  Squier 

How  to  make  baskets.  White 

Little  cook  book  for  a  little  girl.    Burrell.    Miss  Rose 

Jack  of  all  trades.    Beard.    Miss  Srager 

^     Stories 

Rebecca  of  Sunnybrook  farm.    Jewett.    Miss  Tomkins 

Story  of  Patsy.  Wiggin 

Mary's  meadow.    Ewing.    Miss  Underwood 

Jolly  good  times.    Smith 

Moufflou.    Rame.    Miss  Watson 

5     Fairy  tales  and  myths 
Nature  myths.    Cooke 
Fanciful  tales.    Stockton.    Miss  Wotiz 
Wonderful  chair.    Browne 
Blue  fairy  book.    Lang.    Miss  Wylie 
Curious  book  of  birds.    Brown 


ON  THE  USE  OF  A  LIBRARY  359-59 

{Continued from  p.  56) 
( f )  Classics  for  children. 

1  Is  the  book  a  classic  retold,  adapted,  abridged  or  simply  trans- 
lated ? 

2  If  it  is  not  the  original  text  does  it  reproduce  the  spirit  of  the 
original  ? 

3  Would  it  be  better  for  the  child  to  read  this  or  wait  until  he  can 
read  the  original  ? 

(  g  )  Stories. 

1  Is  the  book  wholesome  in  tone  ? 

2  Are  the  language  and  style  good  ? 

3  Is  it  entertaining? 

4  Is  it  written  too  obviously  to  point  a  moral  ? 

Note  to  teacher.  At  the  close  of  lesson    1  1 ,  tell  the  class  to 

read  for  the  next  and  final  lesson  the  pamphlet  Books  as  tools  for 
children,  by  Charlotte  N.  Baker,  State  Agricultural  College,  Denver, 
Col.,  a  very  good  statement  of  the  use  of  reference  material  which  is 
available  to  all  teachers.  They  are  to  read  also  How  far  should 
courses  in  normal  schools  and  teachers*  colleges  acquaint  all  teachers 
with  the  ways  of  organizing  and  using  school  libraries,  an  address  by 
David  Felmley,  President  of  111.  State  Normal  University  in  the  Pro- 
ceedings of  the  N.  E.  A.,  1 908,  also  in  Library  journal,  1 908,  also 
reprinted  by  the  Newark  Free  Public  Library,  which  has  a  limited 
number  for  free  distribution. 

Call  in  note  books  for  final  inspection  and  marking. 

Ask  the  class  to  bring  to  the  instructor  during  the  coming  week, 
notes  of  any  points  not  clear  in  the  course.  These  will  be  discussed 
during  the  final  lesson  hour. 


Lesson  1 2 

Children's  Reference  Work;  a  Review  of  the  Course 

In  accordance  with  the  present  day  school  methods  children  are 
being  required  to  read  and  study  more  and  more  in  books  other  than 
text  books.    This  means  that  children  must  learn  to  handle  simple 


60-360  A  COURSE  OF  STUDY 

reference  books  for  themselves,  must  know  how  to  look  up  the  spelling 
of  a  word  and  its  definition  in  a  dictionary,  must  know  how  to  turn 
quickly  to  the  life  of  a  man  in  an  encyclopedia  of  several  volumes, 
must  know  that  they  would  find  a  brief  sketch  of  a  famous  man  in  a 
biographical  dictionary,  etc.,  etc.  They  must  know  something  of  the 
use  of  a  library. 

It  is  then  to  be  borne  in  mind  that  the  instruction  which  has  been 
given  in  this  course  of  lessons  to  you  as  teachers  was  not  only  to 
increase  your  ability  to  make  the  most  of  the  resources  of  the  library 
of  the  school  or  the  public  library,  but  to  give  you  material  for  repro- 
duction to  your  class.  Constantly  your  work  with  children  will  involve 
the  use  of  the  library  for  them  as  well  as  for  yourself. 

The  children  who  go  to  the  library  with  little  idea  of  what  it  has 
for  them  and  with  no  clear  idea  of  what  they  would  like  to  get  from 
it  if  they  could,  work  at  a  great  disadvantage. 

The  material  in  the  earlier  lessons  in  this  course  dealing  with  the 
arrangement  of  books  on  the  shelves,  the  catalog  as  an  author,  title, 
and  subject  index  to  the  books,  and  magazine  indexes,  etc.,  can  be 
used  successfully  with  children  in  the  6th,  7th  and  8th  grades.  The 
classes  should  be  brought  by  the  teacher  to  the  library,  where  they 
may  have  actual  practice  in  using  the  library  under  the  teacher's  close 
supervision.  Arrangement  for  such  work  can  always  be  made  with 
the  local  public  library  if  the  school  library  is  not  available. 

Before  taking  classes  to  the  library  room  the  children  should  be 
made  thoroughly  familiar  with  the  books  at  hand  in  the  school  room. 
They  should  know  how  to  look  up  quickly  a  given  country  in  the 
geography  by  using  the  table  of  contents,  they  should  understand  the 
system  of  alphabetical  arrangement  of  words  in  a  dictionary,  etc.,  etc. 
This  can  be  taught  better  by  the  teacher  than  by  any  one  else. 

Bear  in  mind  constantly  that  it  is  the  policy  of  present  day  libraries 
to  wish  to  co-operate  in  every  way  possible  with  the  schools.  Make 
yourselves  acquainted  with  the  library  and  let  the  library  know  when  it 
can  be  of  assistance  to  you. 

Note  to  teacher.  Any  questions  of    points  not   clear   in  the 

previous  work  are  brought  up  and  discussed  at  this  point.  The  last 
twenty  minutes  of  the  hour  are  given  to  a  written  exercise  which  calls 


ON  THE  USE  OF  A  LIBRARY  36] -61 


for  a  knowledge  of  the  work  in  class  or  the  reading  which  has  been 
required  of  the  class,  or  of  questions  of  theory  connected  with  the  work. 
Some  specimen  questions  which  have  been  used  are  : 

1  Describe  in  not  more  than  I  00  words  the  picture  collection  of  the 

library,  mentioning  its  location  in  the  building,  its  arrangement 
and  its  use  for  teachers  and  classes. 

2  Where  and  on  what  occasion  was  Mr.  Felmley's  address  given  ? 

3  With  what  tools  in  a  library  does  he  say  normal  school  pupils  must 

have  intimate  acquaintance? 

4  What  does  he  say  a  teacher  experienced  in  the  use  of  a  library 

will  do  before  sending  a  class  to  the  library  to  look  up  a  topic  ? 

5  Mention  the  ten  main  classes  in  which  books  are  arranged  in  a 

library. 

6  What  aids  would  you  consult  in  recommending  books  to  children 

of  a  certain  age  ? 

7  Mention  I  0  ways  in  which  the  course  of  library  lessons  has  been 

of  practical  value  to  you. 

8  Mention  2  ways  in  which  the  library  lessons  might  be  made  more 

useful  to  normal  school  students. 

Other  suitable  questions  are  suggested  by  the  Oregon  Library  Com- 
mission in  a  blank  called  Some  things  a  teacher  should  know  about 
books  and  libraries. 

About  four  questions  of  this  sort  can  be  covered  by  the  pupils  in 
twenty  minutes. 

The  ranking  for  each  pupil  is  based  not  only  on  this  final  written 
test  but  on  every  practice  paper  handed  in,  on  the  so  called  laboratory 
work  in  the  library  as  part  of  the  work  with  children  —  see  note  to 
teacher  lesson  2,  third  paragraph  —  and  on  the  note  books.  The  final 
mark  given  is  an  average  of  these. 


62-362  A  COURSE  OF  STUDY 


A  List  of  Books  and  Articles  to  Which  Reference  is  Made 
in  the  Course. 

For  a  full  list  of  references  to  articles  on  the  relation  of  Libraries  to 
Schools  see  the  report  prepared  by  Miss  Baldwin  and  noted  below. 

Report  of  the  joint  committee  representing  the  American  Library 
Association  and  the  National  Educational  Association,  on  instruction 
in  library  administration  in  normal  schools.  Prepared  by  Elizabeth  G. 
Baldwin.  N.  E.  A.  50th  anniversary  volume,  1 906.  pp.  2  I  5-28 1 . 
Reprinted  as  a  separate  pamphlet.  May,  1906.  Pub.  by  N.  E.  A. 
Winona,  Minn.     I  0  cents  per  copy. 

The  Public  library  and  the  public  school.  Charles  B.  Gilbert.  N.  E.  A. 
Proceedings  and  addresses,  1903.  p.  948-953.  Reprinted  as  a 
separate  pamphlet.    N.  E.  A.     I  899,  1 0  cents  per  copy. 

Suggestions  on  the  use  of  the  school  library.  Oregon  Library  Com- 
mission, School  circular  No.  2.    October,  1906 

Books  as  tools  for  children.  C.  A.  Baker,  State  Agricultural  College, 
Fort  Collins,  Colo.     1908 

The  Features  of  a  printed  book,  showing  some  examples  of  the  typo- 
graphy of  modern  book  pages  made  up  in  the  usual  forms  with  some 
technical  information.  Done  at  the  School  of  Printing,  North  End 
Union,  Parmenter  St.,  Boston,  Mass.  1906.    50  cents. 

The  Story  of  books.  Gertrude  Burford  Rawlings.  N.  Y.  McClure, 
Phillips  &  Co.    1904. 

A  Normal  school  president  on  the  use  of  books.  David  Felmley 
How  far  should  courses  in  normal  schools  and  teachers'  colleges  seek 
to  acquaint  all  teachers  with  the  ways  of  organizing  and  using  school 
libraries.  Library  Journal,  Aug.  1 908  ;  also,  N.  E.  A.  Proceedings 
and  addresses,  1908.  p.  1087-1093.  Reprinted  as  separate  pam- 
phlet, Free  Public  Library  of  Newark.  N.  J.     1908. 


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